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THE FIRST BOOK 



ONAL SYSTEM 



JSH GRAMMAR, 

DESIGNED 

' ! TO DIVIDE A SENTENCE INTO SECTIONS, TO GIVE 

PHE ORD ATION, AND STATE OF ALL SECTIONS 

WITH 1TIOX, RANK, ADAPTION, AND THE SENSE 

READING OF BRANCH ONES, AND THE ORDER OF ALL 

v, !" ITH ■ i: POSIT* rK, ADAPTION, 

* i i ING OF BRANCH ONES. 



•• .11 PARTS OF BE?> 

•■'• 'RI>3 AS THE 
NK, AND THE BRANCH PARTS OF SECTIONS. 



B } .1 \ M E S BROWN, 

FIRST ROUND IN THE LARDER OP EDUCA- 
EEE HAND-NOMASCOPE," u THE SECOND ROUND IN THE LADDER OF 
EROWIf'8 SECON - THIRD BOOK," "A 

"BROWN'S EXEGE8IS OF CONSTRUC- 
TS SAID TO BE I 



PHILADELPHIA: 
TTUUSIIKD, AND SOLD BY JAMES BROWN, 

SO* l r > SOUTH rENTH STREET, ABOVE CHESTNUT. 

i ? 5 I. 



S 

I 

s 
s 



•5 LIBRARY OF ■ CONGRESS. J- 

, 5 

[SMITHSONIAN DEPOSIT.] 

TEuoq 






i UNITED STATES OF AMERICA. ! 



A CIRCULAR TO TEACHERS. 



Philadelphia. 1853. 

Gentlemen : — The unwelcome task which the teaching- as 
well as the learning of the present popular theory of English 
Grammar, imposes upon the instructor, and the pupil, is prima 
facie evidence of a great deficiency in the system. And the 
frank admission of all who acquire a knowledge of this theory, 
that " they do not understand the grammar of the English 
language" fully establishes the existence of this defect. Under 
this impression, and wishing to promote the cause of general 
education to the extent of my power, I have undertaken to 
supply this deficiency by offering to the public through your 
agency, the Rational system of English Grammar. I offer this 
work as a substitute for the English Grammars now used in 
schools, and, should you wish to introduce a substitute for the 
old theory, I would invite your attention to my Rational system 
in three books. 

The First Book teaches the division of a sentence into 
sections, a complete analysis of each section as the trunk 
or branch of the sentence, and of words as the trunk, and 
branch parts of sections. The division of a sentence into sec- 
tions ; and the classification of these sections into trunk, and 
branch orders, are parts of English Grammar, which the old 
theory does not even attempt to teach. A grammarian who is 
unable to divide a sentence into sections, cannot read it with 
ease, and propriety : he is as much bewildered with its sense 
as is an untaught gazer at the nocturnal heavens with the con- 
fusion that seems to exist among the stars which light up this 
kingdom of night. But as the well taught astronomer sees per- 
fect harmony, and clear method throughout this wonderful 
machinery of lights, so the skilful sectionizer of a sentence, 
apprehends the exact import of this verbal structure, w r ith a 
certainty, and a strength which nothing but a capacity to divide 



A CIRCULAR. 

a sentence into sections, and ascertain their true sense relation, 
can give to the mind. As the reader proceeds, the entire 
thought of the writer becomes almost visible to him ; and he 
breaks it into sections which he classes as trunks and branches 
of the same mental assemblage, with as much ease, and accuracy 
as a well taught botanist would class the component parts of a 
tree. As soon as a pupil can divide a sentence into sections, 
and refer each section to its proper order, or class, he should 
commence the entire process of construing, which consists in 
a variety of constructive evolutions that tend to enable him to 
map off, and connect the different ideas of the writer with as 
much ease, and correctness as a practised engineer can sketch 
a canal, dock, or harbor upon paper. As the entire movement 
of the pupil engaged in the process of scanning, and constru- 
ing, is one in which each step that is taken with accuracy, is 
induced, and directed by the sense itself, it is not only calcu- 
lated to enable pupils to investigate the mind of another through 
the medium of his writings, but to enable them to promote tha 
growth of their own minds to almost any extent. There seem 
to be few objects in art, or nature, well calculated to give a 
comprehensive view of this process. Perhaps, while a dissected 
map of the United States represents a sectionized sentence as 
clearly as any other thing which can be found, the act of put- 
ting its component parts together, represents the process of 
Scanning, and Construing with as much precision, and perspi- 
cuity as any other operation which is common among us. The 
entire map is the entire sentence — and the division of it into 
the different States, the division of a sentence into different 
sections. The process of properly describing, and placing each 
State, may give some idea of the process of properly describing, 
and placing each section of the sentence, and giving the sense 
connection of every word of a section. As in the dissected 
map, a State may be located far from the particular States 
which actually bound it, so in the sectionized sentence, a sub- 
section may be placed far from its own super-section, the sec- 
tion with which the sub holds a sense relation. And as the 
putting of the component parts of the map together will bring 
the misplaced State next to those which actually bound it, sq 



A CIRCULAR. 

the sense reading of the subsection will bring it in direct con- 
tact with its super section. 

The First Book, is not only a means of teaching the sense 
relation of one word to another word, but an instrument for 
presenting that manly, mental, subtle coincidence, vibrating 
between the relative sections which compose the sentence. 
The part called Construing, treats of 

words in their collective action, their collective bearing, and 
in their collective import — and, while it may be clearly 
comprehended even by children, it is not unworthy of the 
close attention of men, of scholars, of philosophers. Con- 
struing consists of dividing a sentence into sections, ascer- 
taining their true sense relation, learning their exact dictions* 
and referring the inferior sections to their respective superiors. 
This exercise urges the pupil to trace out the precise sense 
connection of the sections, by following the filaments which 
produce it ; and thus fits him to discern the exact meaning of 
any writer whose language he may read. It prepares the pupil 
to read with an understanding which renders study easy, de- 
lightful, and highly profitable. Construing gives the pupil a 
knowledge of language which qualifies him to acquire the other 
branches of education with an expedition, ease, and satisfaction, 
that render study advantageous, and pleasing. Made familiar 
with Construing, the pupil's mind kindles into fervor ; and he 
pursues his study as much for the pleasure of the exercise as 
for the advantage of knowledge. And, whether his eye is 
turned to the sign of the type, or his ear directed to the lan- 
guage of the tongue, he seizes the period with animation, 
moves along the constructive fibres which extend from section 
to section, works his passage through the entire sentence, and 
comes out with every thing which philosophy car. glean, or 
acuteness discern. 



James Br cnon's Boolts. — [See Back Cover,] 



RECOMMENDATIONS. 

Philadelphia, Nov, 19, 1849, 

For the last few years the subject of education has occupie 
an unusual share of public attention, and a motley crowd of pro- 
fessors has rapidly succeeded each other in their attempts to en- 
lighten us upon the best mode of imparting knowledge to the 
youthful mind. And though vanity has not unfrequently as- 
sisted in swelling the list of competitors for public favour in this 
department, the ordinary stimulus to this course, we regret to 
say, has been a sacred thirst for gold. Accordingly, we have had 
in the shape of primers, spelling-books, and grammars, every 
thing that uneducated ingenuity, stolid dullness or vapid preten- 
sion, could contrive to manufacture, by combining and re-combin- 
ing the faulty elements of unphilosophical systems ; and the doses 
have been administered in more or less nauseous forms, as the 
natural ability of the book-doctor has been small or large. Some- 
times a work, though unsound indeed in its conception and faulty 
in its execution, has avoided shocking the taste by a certain sym- 
metry of structure (which has made it readable), whilst too often } 
under the parade of a sounding title-page and professional com- 
mendations, the rude and disjointed members of a dozen vicious 
theories, have been crowded into one mass of confusion, and the 
unhappy student "perplexed in the extreme," has in vain attempted 
to traverse, dry-shod, the Serbonian bog which he has been tempted 
to enter by the Jack-o'-lantern of the grammar-menders and gram- 
mar-kings. 

An attempt, however, has been made by a man, who has brought 
profound acquirements, and much originality of thought, to what 
has been with him, a labour of love, to give an exposition of the 
true constructive principles of the English language. For more 
than twenty years, manfully buffeting the tide of ignorance and 
interest, which has opposed him, Mr. James Brown has at length 
succeeded in awakening the attention of a sluggish public to the 
crudities and follies which have disfigured the thousand so-called 
grammars, with which our schools, public and private, have been 
flooded ; and with patient analysis, yet luminous comprehensive- 
ness, leaving the old Murray theory, but adhering to the true 
principles of our language, he has given us a system of English 
Grammar which is really both simple and philosophic. 

It is not our purpose, however, now, and we mistrust our ability 
for the task at any time, to give an exegesis of the more scientific 
works of Mr. Brown. It is enough to say, that they have been 
approved by those whose praise is valuable, because discriminat- 
ing and sincere. Our present object is to direct attention to two 
elementary works by Mr. Brown, recently published under the 
title of the "First," and the "Second Round in the Ladder of 
Education," which we are most happy to learn there is a present 
design of introducing into our Public Schools. An examination 
of the ingenious and complete method, which constitutes the 
First Round, for fixing in the youthful mind, not only the names, 



RECOMMENDATIONS. 

but the sounds of the twenty-six letters in the English alphabet 
and impressing them permanently upon the mind of the child, must 
demonstrate the superiority of this little work over all books pro- 
fessing to treat of the same subject. In the Second Round, which 
is principally appropriated to the teaching of the prefixes, syllable* 
reading, word-reading, and sentence-reading, we have been particu- 
larly struck with the admirable diagrammatic method adopted to 
illustrate the meaning of those prepositions which most commonly 
occur in speech. The explanations both of the mechanism and of 
the meaning of the prefixes cannot be too highly valued ; since, in Mr. 
Brown's own words, " the great importance of an early acquaint- 
ance with these is established from the consideration that a 
thorough knowledge of them enables the child to determine the 
general import of nearly twenty thousand words. " The trial read- 
ings are particularly useful in exercising what the common modes 
of instruction seem not to regard — the mind of the pupil. 

But in this notice it is impossible to call attention to all of the 
excellences of Mr. Brown's books. His system has the rare merit 
of being both sound, and consistent, and of attaining to its end by 
the shortest, and clearest road. That these books will supplant 
the present elementary works of instruction, will soon, we believe, 
be a fact no less fixed than that the lumbering Conestoga wagon 
has given place to the rapid and powerful locomotive. 

George W. Biddle. 



Philadelphia, Nov. 21st, 1849. 
I have used the "First," and the " Second Round in the Ladder 
of Education" in my school for several months ; and I have be- 
come fully satisfied that their merits are superlatively great. The 
author of these books deserves the praise to which the most excel- 
lent deeds can entitle one. But his good works do not stop here ; 
he has constructed a new system of English Grammar, which must 
place every nation that uses the English language under great 
obligations to him. Mrs. Mart White sides, 

Principal of the Female Seminary, corner of Washington and 
Wayne streets, Spring Garden. 



[From Godey's Lady's Book, November, 1849.] 
First and Second Round in the Ladder of Education. — 
These two extremely valuable books are by the celebrated school- 
book author, James Brown. He has struck out an entirely new 
path in teaching, and one that will redound to his credit in future 
years. It may seem strange that the philosophy of language and 
of sounds, can be taught to a child with the alphabet, but it is so, 
as a faithful adherence to these books will prove. With them go 
a picture card called " The Hand Nomascope," and a convenient 
sheet called " The Alphascope." We are anxious to call the spe- 
cial attention of teanhers to this curious and useful series of worka, 



RECOMMENDATIONS OF BOOK SECOND. 

Philadelphia, January, 1854. 

I have read the Second Book of Mr. Brown's Rational 
System of English Grammar 5 and I am glad to find that the 
author has built on better principles than those on which the old 
theory is formed. Several months ago, I read the First Book 
of the Rational System of English Grammar ; and I was much 
pleased with it. I found that it contains none of the errors which 
pervade the common English Grammars. But, as I ascribed its 
freedom from error to the fact that the First Book is not a sub- 
stitute for the Grammars now in use, I commenced my examination 
of the Second Book which is designed as a substitute for the old 
theory of English Grammar, with great fear that the work would 
turn out to be a mere re-publication of the old Grammars. I find, 
however, that Mr. Brown has substituted Rational doctrines for 
the absurdities which have always been taught as the principles 
of our language. Instead of saying, as do the old Books of Eng- 
lish Grammar, English Grammar is the art of speaking, and writ' 
ing the English Language with propriety, Mr. Brown says, that 
English philology is the science of the English language, and the 
art of using it with propriety in all respects. He says, too, that 
English philology is divided into two parts, viz : English Signifi- 
cation, and English Grammar. 

English Signification, says he, the first part of English phil- 
ology, is the science of giving words a signification, and the art of 
using them with significant propriety. 

English Grammar, the second part of English philology, is the 
science of the construction of the English language, and the art 
of using it with constructive propriety. 

But what says the old theory ? English Grammar is the science 
of the English Language. 

While the old theory makes English Grammar the whole science 
of the English Language, the Rational System makes English 
Grammar the mere constructive principles of the English Lan- 
guage. 

That English Grammar does not embrace the whole science of 
the English Language, is too clear to require one remark. Eng- 
lish Grammar embraces clearly every constructive principle of the 
English Language. 

I consider the Second Book of the Rational System, a sound produc- 
tion, and I most heartily hope that the work will be put into the hands 
of all school children at once. I consider James Brown the best English 
Grammarian in the world ; in the formation of his Rational System of 
English Grammar, he has done a good deed for his country ; and I verily 
believe that it is the duty of us all to endeavour to promote its introduc- 
tion as a partial compensation for the bravery with which this soldier in 
the war of innovation, has long, and triumphantly fought our battle. 

P. A. BROWNE. 



b 



THE FIRST BOOK 

OP THE 

RATIONAL SYSTEM 

OF 

ENGLISH GRAMMAR, 

DESIGNED 

» 

TO ENABLE ONE TO DIVIDE A SENTENCE INTO SECTIONS, TO GITE 

THE ORDER, DICTION, NOTATION, AND STATE OP ALL SECTIONS 

WITH THE POSITION, RANK, ADAPTION, AND THE SENSE 

READING OF BRANCH ONES, AND THE ORDER OF ALL 

WORDS WITH THE POSITION, RANK, ADAPTION, 

AND THE SENSE READING OF BRANCH ONES. 

WITH 

A NEW SYSTEM OF PUNCTUATION, FOUNDED UPON THE TRUE 8ENSE RELATION 

OF SECTIONS AS THE TRUNK, AND THE BRANCH PARTS OF SENTENCES, 

AND UPON THE EXACT SENSE RELATION OF WORDS AS THE 

TRUNK, AND THE BRANCH PARTS OF SECTIONS. 

BY JAMES BROWN, 

it 

THE AUTHOR OF "THE ALPHASCOPE," "THE FIRST ROUND IN THE LADDER OF EDUCA* 
HON," "THE HAND-NOMASCOPE," "THE SECOND ROUND IN THE LADDER OF 
EDUCATION," "BROWN'S SECOND BOOK," " BROWN'S THIRD BOOK," "A 
CLASS BOOK OF CRITICISMS," "BROWN'S EXEGESIS OF CONSTRUC- 
TIONS SAID TO BE DIFFICULT." 

PHILADELPHIA: 
PUBLISHED, AND SOLD BY JAMES BROWN, 

NO. 15 SOUTH TENTH STREET, ABOYE CHESTNUT. 

1854. 



•u 



^w< 



\ 



Entered according to Act of Congress, in tne year 1854, by 
JAMES^ELBJQlWN,^ 

In the Clerk's Office of the District Court of Pennsylvania. 



EXTRACT FROM THE COPYRIGHT LAW. 

§ 7. And be it further enacted. That, if any person or persons, 
after the recording the title of any print, cat, or engraving, map, 
chart, or musical composition, according to the provisions of 
this act, shall, within the term or terms limited by this act, en- 
grave, etch, or work, sell, or copy, or cause to be engraved, 
etched, worked, or sold, or copied, either in the whole, or by 
varying, adding to, or diminishing the main design, with intent 
to evacL .zi law or shall print or import for sale, or cause to be 
printed or imported for sale, any such map, chart, musical com- 
position, print, cut, or engraving, or any parts thereof, without 
the consent of the proprietor or proprietors of the copyright 
thoreof, first obtained in writing, signed in the presence of two 
credible witnesses ; or, knowing the same to be so printed or 
; mported without such consent, shall publish, sell, or expose to 
sale, or in any manner dispose of, any such map, chart, mu- 
sical composition, engraving, cut, or print, without such consent, 
as aforesaid, then such offender or offenders shall forfeit the 
plate or plates on which such map, chart, musical composition, 
engraving, cut, or print shall be copied, and also all and every 
^hee^, thereof so copied or printed, as aforesaid, to the proprie 
tor or proprietors of the copyright thereof; and shall forfeit one 
dollar for every sheet of such map, chart, musical composition, 
print, cut, or engraving, which may be found in his or their pos- 
session, printed or published, or exposed to sale, contrary to the 
true intent and meaning of this act; the one moiety thereof to 
the proprietor or proprietors, and the other moiety to the use of 
Jthe United States, to be recovered in any court having compe- 
tent jurisdiction thereof. 

( 2 ) 



Stereotyped Dy 
DOUGLAS WYETH. No. 7 Pear St., 
Philadelphia 



INTRODUCTION 



In teaching, care should be taken to encourage the; 
beginner by giving him, in the first 'place, principles 
which he can readily comprehend. The first classifica- 
tion of the things which the beginner is to study, should 
be made upon the simplest principles on which a useful 
division can be effected. All teachers know that the 
zeal with which a pupil prosecutes his study, is in 
exact proportion to the ease with which he takes the 
very first step. If the child is discouraged at the cum. 
mencement of his study, by an inability to take the first 
step with ease, he takes the others with great reluctance, 
or with manifest indifference. To encourage the child 
at the very commencement of the study of English 
grammar, the author of the new system makes the first 
division of words upon the simple principle of the trunk 
relation of some words, and the branch relation of 
others. Hence his first classification of words, is into 
trunk words, and branch words. 

This simple classification not only encourages the 
learner to prosecute his study with alacrity, but it fur- 
nishes him with two important, simple technical terms 
which he has occasion to use in subsequent parts of the 
same study. 

In the new system a sentence is divided into sec- 
tions, and a section, into trunk, and into branch 
words. But the advantage of this division cannot be 
seen without a careful examination of the subject. Tn 
the old theory, the attention of the learner is too much 
divided at the commencement of the study. He there 
has ten distinct classes of words — hence ten distinct 
technical names which \\e must apply in the best way he 
can. True, in the application of these technicals, he is 
often aided by chance, frequently by a confused, recol- 
lection, and perhaps sometimes by a partial comprehen- 
sion of the definitions of the denominations of words. 
But, if the characteristic fancies, on which the ten defi- 

iii 



IV 



INTRODUCTION. 



nitions given in the old books are founded, were even 
painted on each class of words in the brightest colors 
which have ever been spread upon any objects, still, the 
ten technical terms would, when coupled with an appro- 
priate distribution of them among the various classes 
of words, be far too much for a beginners immature 
faculties. But, when we consider that words are not 
only not classed by any visible marks, but by signs, the 
comprehension of which requires a philosopher's mind, 
our conclusion must be that the beginner in grammar, 
will advance with more ease with two technical names 
only than with ten! 

Admitting, however, that the beginner is able to make 
a correct application of all the technicals in the old 
grammar, with the utmost ease ; yet, as these technical 
names are not applied in reference to the constructive 
relation of words, this relation, this important part of 
grammar, is entirely disregarded in the usual way of 
teaching. The constructive relation which the words 
of a sentence, bear to each other, is the main part of 
grammar as a science. Hence, as the old theory does 
not found its Etymological distinctions upon this relation, 
a pupil who may be able to make these distinctions with 
great ease, and perfect accuracy, may be totally igno- 
rant of the grammatical relation which one word bears 
to another. 

That the First Book of the Rational System of English 
Grammar, is far more simple and thorough than the old Irrational 
theory, is clearly demonstrated from the following view of both 
methods. 

The value of the right-hand figure expresses the rank of the 
words of the branch order ; the erect posture, the uni adaption ; 
and the horizontal posture, the plus adaption. Words of the 
trunk order, have no figures. 



The First Book. 



1 [The 1* 

1 power 
2(o/l 

2 speech) 
1 is] 1 

3 (a I 

3 faculty) 



a branch word, 
a trunk word, 
a branch word, 
a trunk word, 
a branch word. 
a branch word, 
a trunk word. 



The, 

power, 

of, 

speech, 

is, 

05, 



The Old Theory. 

an article, 
a noun/ 
a preposition, 
a noun. . 
a verb, 
an article. 



faculty, a noun. 



All the words which have the s ame figure, belong to one section. 



INTRODUCTION. 



4 (which 
4 is 1 

4 peculiar 1) 

5 (to 1 

5 man;) 

6 (and 1 
6 it 

6 was 1 

6 bestowed 1) 

7 (on 1 

7 Aim) 
8(oy 1 

8 his 1 

8 beneficent 1 

8 Creator ) 

9 (/or 1 
9 *Ae 1 

9 greatest 1 

9 uses;) 

10 (and 1 
10 i^ 

10 was 1 

10 bestowed 1) 

11 (/or 1 
11 the 1 
11 mos£ 2 

11 excellent 1 

1 1 uses ;) 

12 (to 1 

13 (alas!) 
12 Aow 3 
12 often 2 
12 do 1 
12 we 

12 pervert ih 
i2 i*) 

14 (to 1 
14 Me 1 
14 worst 1 

14 purpose) 
]5(o/l 

15 purposes.) 



a trunk word, 
a branch word. 
a branch word, 
a branch word. 
a franfc word. 
a branch word, 
a frunX; word.* 
a branch word, 
a branch word, 
a branch word. 
a trnnA; word, 
a branch word. 
a branch word, 
a branch word. 
a ^r«7iA: word, 
a branch word, 
a branch word, 
a branch word, 
a *rwn/<; word. 
a branch word. 
a trunk word, 
a branch word, 
a branch word, 
a branch word, 
a branch word, 
a branch word, 
a branch word, 
a trunk word, 
a branch word. 
a franfc word. 
a branch word, 
a branch word. 
a branch word. 
a *run& word, 
a branch word, 
a trunk word, 
a branch word. 
a branch word, 
a branch word, 
a trunk word, 
a branch word, 
a *rnn& word. 



which, understood, a pronoun, 

is, understood, a verb. 

peculiar, an adjective. 

to, a preposition. 
?nan ; a noun, 

and, a conjunction. 

it, understood, a pronoun 

was, a verb. 

bestowed, a verb. 

on, a preposition. 

Aim, a pronoun. 

by, a preposition. 

his, a pronoun. 

beneficent, an adjective. 

Creator, a noun, 

/or, a preposition. 

Me, an article. 

greatest, an adjective, 

uses ; understood, a noun, 

and, a conjunction. 

it, understood, a pronoun. 

was, understood, a verb. 

bestowed, understood, a verb, 

for, understood, a preposition 

the, understood, an article. 

most, an adverb. 

excellent, an adjective. 



uses ; 

but, 

alas / 

how, 

often, 

do, 

we, 

pervert, 

it, 

the, 

worst, 

purpose, 

of, 

purposes, a noun. 



a noun. 

a conjunction. 

an interjection. 

an adverb. 

an adverb. 

a verb. 

a pronoun. 

a verb. 

a pronoun. 

a preposition. 

an article, 
an adjective, 
understood, a noun, 
a preposition. 



But the most important part of Book I., is the constru- 
ing which it teaches. Construing is the analysis of Sections as 
the trunks, and branches of sentences. 

[Moses smote the rock] (with his most sacred rod.) 
This sentence clearly contain 4 * two distinct Sections. The 



VI INTRODUCTION. 

first, is called the trunk section. [Moses smote ike rock.] 

The second, is styled the branch section, (with his 
most sacred rod.) 

Now. as " Moses smote the rock? is the trunk section 
of the entire sentence, so Moses, and rock are the trunk 
words of the trunk section. Moses, rock. 

And, as " with his most sacred rod" is the branch 
section of the sentence, so smote, and the are the branch 
words of the trunk section, smote, the. 

And, as rod is the trunk word of the branch section of 
the entire sentence, so with, his, most, and sacred are the 
branch words of the branch section. With, his, most, 
sacred. 

1 . The entire sentence : [Moses smote the rock] (with 
his most sacred rod.) 

2. The trunk section of the sentence : [Moses smote 
the rock.] 

3. The trunk words of the trunk section : [Moses, 
rock.] 

4. The branch words of the trunk section : smote, the. 

5. The branch section of the sentence : (with his most 
sacred rod.) 

6. The trunk word of the branch section : rod. 

7. The branch words of the branch section : with, his 9 
most, sacred. 

The division of a sentence into sections, cannot be 
thoroughly discussed in a mere Preface. But. narrow as 
is the author's space here, he cannot dismiss the subject 
without saying that however unimportant Book L, may 
seem to the cursory reader, it must be of great moment 
to the thinking teacher. They who reject Book I. must 
remain in the dense cloud which, whether it rises out of 
the subject itself, or out of the numerous, gross absurdities 
with which the old school Grammarians have marred it, 
can never be removed without the aid of this work. 



CONTENTS. 



(RECOMMENDATIONS IN A PAMPHLET.) 

Introduction, - 

The Grammar of the English Language, • 

A Language, • 

Philology, - 

Signification, . 

English Philology, . 

English Signification, 

Grammar, - - • 

English Grammar, 

Division of English Grammar, 

English Orthography, and English Etymology, 

English Syntax, and English Prosody, 

A Sentence, • 

A Section of a Sentence, 

Super, and Sub, . . . - 

Scanning, 

Order of a word," 

Trunk order of a word, 

Branch order of a word, 

Position of a word, 

Juxta position, 

Disjuxta position, 

Binal position, 

Ranks of branch words, 

First, second, third, fourth, and fifth rank, 

Adaption of a word, 

Uni adaption, 

Plus adaption, 

Principles in Scanning, 

Diagramic section, 

Models in Scanning, ... 

Division of branch words into sentensic, and insentensic, 

Division of trunk words into nominative, and objective, 

Construing, - 

Order of a section, ... 

Trunk order, Branch order, ... 

Principles on which a section becomes the trunk section of 

a sentence, . 
Principle I., - . 

Principle II., - - * " - \ 

How the trunk section can be known from branch sections, 
The diction of a section, 



3 
12 
12 
12 
12 
13 
13 
13 
13 
13 
14 
14 
16 
17 
17 
18 
18 
18 
19 
20 
20 
20 
20 
21 
21 
22 
22 
22 
22 
24,-25 
26 
30 
30 
34 
34 
34 

35 
35 

35 
36 
37 



Rules for distinguishing the sentensic from the insentensic section, 38 



CONTENTS. 



Affirmative Diction, 

Interrogative Diction, • 

Imperative Diction, • 

Petitionative Diction, • 

Subfirmative Diction, 

Notation of Sections, • 

Plenary notation, ... 

I m plenary notation, 

States of sections, 

Unbroken state, - 

Broken state, ... 

Positions of sections, 

Juxta position, - 

Disjuxta position, 

Binal position, - 

Ranks of sections, 

First second, third, fourth and fifth rank, 

Adaption of sections, 

Uni adaption, ... 

Plus adaption, 

The man, and the woman bears the conjugal yoke, 

Sectional divisors, 

Sentensic divisors, 

Insentensic divisors, 

And therefore, ... 

Also, both, and 

As well as, both, either, 

Neither, ... 

Not only, since, thence, hence, provided, however, then 

Insentensic divisors, 

Sectionizing Rules, 

Rule I., Rule II., Rule III., 

Rule IV., Rule V., 

Specimen of Sectionizing, 

Prepared exercises in scanning, 

Half section, 

Compound section, 

Themes, - 

Prepared exercises in sectionizing, 

Specimen of sectionizing, 

Directions, 

Exercises in sectionizing, 

Directions, - . . . - 63, 69, 

Facts in relation to the division of a sentence into sections v 

Facts designed to aid in sectionizing sentences in which the 

predicate section makes one thing into two or more, 
Facts designed to aid in sectionizing sentences in which 

there is an apparent though not a real incongruity, 
Facts in relation to tiie super of the branch section in which 

the name of the at'entionist, is the trun44 word, 
Facts in relation to the sense reading of the sub section with 



77 
79 
84 



CONTENTS. 



its super, or supers, - - .8^ 

Facts in relation to the themes of the half section, - 85 

Facts in relation to sectionizing, and construing, - - 86 

Specimen of construing-, ... 87 

Lettered exercises in construing", - - - 88 

Construing book, - <j5 

The division of trunk word sections, trunk word half sections, 

and trunk word phrases, into nominative, and objective, jo2 
Punctuation, - - - • - 104 

Hyphen, - * . . . 104 

Comma, • • • • "104 

And, . . . . - U9 

Or, . - . . 120 

Nor, so, therefore, yet, hence, wherefore, • . 12 1 

Semicolon, . - - - 121 

Colon, • • . . . 123 

Period, - • - . - •124 

Paragraph, - • 124 

Interrogation, - - • - 124 

Exclamation, - - - - . 124 

Dash, - • . • • 124 

Parenthesis, - - • - . 124 

Apostrophe, - • • - - 124 

Caret, w 124 

Section, - • • - - -124 

Quotation, . - - • . 124 

Brackets, - - • . - 124 

Index, brace, ellipsis, acutes, grave, - - 125 

Breve, dash, diaeresis, asterisk, obelisk, - - -125 

Parallel, - - - » - 145 

Double dagger, two, or more asterisks, • - - - 145 

Capital Letters, . - . - 126 

English Syntax, - 127 

Rule respecting words of the branch order, - • 127 

Rule in relation to sections of the branch order, - 129 

Rule in relation to sentences, and sections which express similar 

ideas, ..... 130 

What word*, sections, and significant inflections should not be 

used, Rule, - . - . .132 

Rule in relation to two negative words, . - 1 34 

Rule in relation to the word, the section, or the inflection, which 

if employed would merely repeat the expression of an idea, 134 
in relation to words which from the very nature of the sub- 
ject oppose each other, - - - .136 
Rule relating to branch words expressive of ideas clearly im- 
plied, - - . - - 136 
Rule relative to the fact that every section should have super 

words for its sub words, - - .136 

Special direction to enable learners to write correct English, 138 



DIRECTIONS. 

In using this book, proceed exactly according to the directions here given. 

1. The pupil should commence at page twelve, and read to page fifteen, bo 
thoroughly that he will be able to answer all the questions under this page. 

2. Give the pupil a verbal explanation of the two orders of words, and il- 
lustrate them by the Demonstrator under page 19. 

3. Explain the order, position, rank, and the adaption of the words of 
the branch order, and illustrate these properties by the Diagramic Section 
under page twenty five. 

4. Having explained this section to the pupil, require him to scan the words 
in each section under the head of Exercises, 

Note. — Here each section is a sentence, and each word in every section has 
the letter which is over the corresponding part of the Diagram. 

5. In scanning the words, require the pupil to proceed exactly according to 
the Scanning Formula in the Forms. 

6. Next examine, with great care, the scanning models. 

Having scanned all the exercises which commence on page 28, begin the con- 
struing of sections by the means of the Forms. 

7. But, before the pupil ,can use the Forms with advantage, he must 
learn sowie^in^oftfieiVprinciples, which he may do by reading page 68 &c. 

8. The pupil having learned something of the nature of the Forms by 
reading these pages, he should be thoroughly drilled in the Exercise of fol- 
lowing each letter through the entire Forms. He should undertake to follow 
each letter as the italic a is here followed — a, a section of the branch order, 
sentensic, affirmative diction, plenary notation, unbroken state, juxta po- 
sition, first rank, wntadaption. 

Note. — True, the rank is not indicated by the a, still, that the pupill may 
form the habit of giving the rank with the other properties of the branch sec- 
tions, he may be required to say 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, or 12th rank 
as he gives the other properties. 

9. As soon as the pupil can trace each letter to all its technical places in the 
Forms, he should be required to construe the Exercises under page 88> ac- 
cording to the letters employed in them. 

10. Impress on the mind of the pupil, that the capital letters and the [ ] ar8 
confined to sections of the trunk order, and that the properties of the section 
of the trunk order, are exhausted at state. 

11. The small letters and the ( ) are confined to sections of the branch order, 
which have more properties than those of the trunk order. 

12. As soon as the pupil can construe the Exercises under page 83, by 
means of the Forms pages 3,4,5, he should construe them by the aid. of the 
blank Formula page 17. 

13. When the pupil shall have become able to construe the Exercises, page 
88, by the aid of the blank Formula page 17, he should be required to construe 
the Exercises which begin under page 90. The pupil should go through with 
these Exercises once by the aid of the lettered Forms pages 3,4,5. And, when 
he shall have gone through with them once by the aid of the lettered Forms 
he should employ the blank Fomula page 17 And when he shall have gone 
through with them by the aid of the blank Formula he should be required to 
use the Testament But, before he takei the same language in the Testament, 
he should give his attention to the rules for the division of a sentence into 
sections. 

The teacher, in the meantime, may have the Sectionized Exercises in the 
book. 

While the pupil is consulting these Rules which commence under page 53, 
he should be required to examine the -Facte in sectionizing, which begin under 
page 73. 

N. B. — In using this work, the teacher must depend in several respects, 
upon his own judgment, for method. 



THE 

GRAMMAR 



ENGLISH LANGUAGE 



LESSON I. 

GENERAL VIEW OF THE SUBJECT. 

A LANGUAGE. 

A Language is a set of names, ivords, or signs, 
from which sentences are constructed. 

The English Language is that medium of com- 
municating thoughts, generally used in England, 
North America, &c, and has its foundation in the 
Anglo-Saxon. 

PHILOLOGY. 

Philology is the science of language, and the 
art of using it with propriety in all respects. 
Philology is divided into two parts, viz. : — 

1. Signification, and 

2. Grammar. 

I. Signification. 

Signification is the first part of Philology, 
and respects the science of giving words a signifi- 
cation, and the art of using them with significant 
propriety. [See class book of. ] 

[Signification is learned from a Dictionary.] 



ENGLISH GRAMMAR. 13 

LESSON II. 
ENGLISH PHILOLOGY. 

English Philology is the science of the Eng- 
lish Language, and the art of using it with pro- 
priety in all respects. 

English Philology is divided into two parts, 
viz: — 

1. English Signification, and 

2. English <3rammar. 

I. English Signification. 
English Signification, the first part of 
English Philology, respects the science of the 
signification of English words, and the art of using 
them with significant propriety. 

Note. — Words receive a signification upon three principles, viz. 
etymology, analogy, and use, 

II. Grammar. 

Grammar, the second part of Philology, is the 
science of the grammar of a language, and the art 
of using it with constructive propriety. 

It may not be amiss to say a few words on the import of the word, con- 
structive, in the science of English Grammar. The Hebrews denomi- 
nated any variation in a word, the word's constructed, or constructive 
State. Dabar is Hebrew, and means icord. "Dabar" is put into a con- 
structed state when changed to debar. This word, in this constructed 
state means word of. 

Hence Debar Elohim is just equal to the phrase, God's word, or word 
of God. 

The word constructive, in its full extent of import, as used in English 
Grammar, means not only properly shaping the words, and properly 
placing them together, but it means also the trunk, and branch relation 
of the words put together. Constructive means likewise all the gramma- 
tical properties, and facts which belong to words that are put together 
in a section, or a sentence. 

English Grammar. 
English grammar, the second part of English 
Philology, is the science of the construction of the 
English Language, and the art of using it with 
grammatical propriety. 

2 



14 DIVISION OF ENGLISH GRAMMAR. 

English Grammar is subdivided into four PARTS, viz : 
1. Orthography, 2. Etymology, 
3. Syntax, and 4. Prosody. 
I. English Orthography. 
English Orthography is the constructive science 
of articulate sounds, of letters, and syllables, and the 
ART of expressing their properties. 

II. English Etymology. 
English Etymology is the constructive science of 
sentences, sections, and words, and the art of express- 
ing their grammatical properties. 

III. English Syntax. 

English Syntax is the art of using the English 
language with constructive propriety. 

IV. English Prosody. 

English Prosody is the part of the science of 
English grammar, which teaches the abbreviation, 
emphasis, and pronunciation of words, the accent, and 
quantity of syllables, the pause, and tone of the voice, 
and the figures, and style of speech. 



english grammar. 15 

Questions. 

1. What is a Language ? 

2. What Language is the English ? 

3. What is philology ? 

4. Into how many parts is philology divided? 

5. What are these two parts ? 

6. What is signification ? 

7. What is grammar ? 

8. From what is signification learned ? 

9. What is English philology ? 

10. Is English philology divided ? 

11. Into how many parts is English philology 
divided * 

12. What are these parts ? 

13. What is English signification ? 

14. On what three principles do words receive 
signification ? 

15. What is English grammar ? 

16. Into how many parts is English grammar 
subdivided ? 

17. What is English orthography ? 

18. What is English etymology ? 

19. What is English syntax ? 
20. 

21. What is English prosody ? 

22. What is the difference between a science, and 
an art ? 

[A science respects the principles ; but an art 
respects the rules which are founded on the prin- 
ciples.] 

The science of grammar respects the certain fixed 
grammar principles of a language. But the art of 



16 ETT3I0L0GY. 

grammar respects a practical application of certain 
rules founded on the sciential grammar principles 
of a language, in the act of analyzing and using it. 

The science of grammar and the art of grammar 
bear this relation, viz. the rules which constitute the 
art are founded on the principles which form the 
science. 

" A principle in science is a rule in art." 

English Grammar, as a science, respects the princi- 
ples on which the English Language is used and an- 
alyzed. But English Grammar, as an art, respects 
the analyzing, and using of the English Language 
according to the principles which constitute this science. 

The science of numbers, is found in Arithmetic ; 
but the art of numbers is seen in the counting-house. 
'•' A principle in science is a rule in art. n 

LESSON IV. 

A SENTENCE. 

A sentence is an assemblage of two. or more 
words, which is so far cut off from every other as- 
semblage, in sense, and construction, that it can 
stand alone ; as, 

1. " Master, I have brought my son unto thee." 

2. "And he looked up, and saw the rich men 
casting their gifts into the treasury." 

3. u She said, no man, Lord." 

4. "In the beginning was the Word : and the 
Word was with God; and the Word was God." 

5. " Who, then, can be saved." 

6. "He was not that light, but was sent to bear 
witness of that light." 

7. " I am that I am." 

[They who wish to examine! the objections to the old defini- 
tion of a sentence, are referred to the Appeal, p. 136.] 

The following are not sentences. 

1. " If thou art the son of man." 



ETYMOLOGY. 17 

2. "but confessed, I am not the Christ." 

3. * and without him was not any thing made 
that was made." 

4. " and the life was the light of men." 

5. " for a spirit hath not flesh, and bones, as ye 
see me have." 

6. " That all things must be fulfilled which were 
written in the law of Moses, and in the prophets, 
and in the Psalms concerning me." 

7. that I am. 

8. Which he saw. 

9. On the margin of the North river. 

A Section of a Sentence. 



A section is a trunk word, or a combination of 
trunks and branch words, giving an entire part of the 
complex thought, expressed in a sentence ; as, 

1. (Reader?) [Moses smote the rock] (with his 
rod.) 

2. [The most powerful motives call] (on us) (for 
those efforts) (which our common country de- 
mands) (of all her children^) 

3. (Master?) [I have brought my son] (unto 
thee,) (which hath a dumb spirit.) 

4. (Ah,) (John,) [have you come again.] 

5. [John is] (a good boy.) 

6. [lam] (he.) 

See Introduction to the Exegesis 

LESSON V. 

Super, and Sub. 
1. The word Super, means, not the foundation of 
the entife section, but the word which is the direct 
basis of another word. 

A trunk word is a foundattion part of a Section. 
2* 



18 ETYMOLOGY. 

A trunk word may hold a direct basis relation, 
and an indirect basis relation to branch words. 
But a Super can hold a direct basis relation only. 

A Super is the word which in rank is directly 
above the word that is annexed to it in sense, and 
construction. 

2. A Sub is that branch word which, in rank, is 
directly below the word to which the branch word 
is annexed in sense, and construction. 

Illustration. 

Much tOO Cold WEATHER. 

Much is the sub of too — hence too is the super 
of much. Cold is the super of too — but the sub of 
weather. Weather is the trunk word of the Sec- 
tion, and the direct super of cold, but the indirect 
super of every other branch word in the assemblage. 

LESSON VI. 
Scanning. 
In English, Scanning is the analysis of words, 
as Trunks, and Branches of Sections. 

I. Order op a word. 
The order of a word respects its constructive 
standing in the frame-work of a Section. 

There are two orders, viz. trunk and branch. 

I. the trunk order. 
The trunk order of a word, respects its high 
constructive grade, its trunk-like independence of all 
branch words ; as, part A in the following Demon- 
strator, or as the italic words in the following 
sections : 

a 2l a a 

[He went] (unto the mount) (of olives) [Moses 
a a * a 

smote the rock](with his most sacred rod.) [John 

a 
went very much too fast] (for me.) 



ETYMOLOGY. ^g 

II. The Branch Order, 

The Branch Order of a word, respects its sub- 
ordinate, constructive standing, its branch-like de- 
pendence upon some other word in the Section ; as, 
Part B. in the following cut ; or, as the italic words 
in the following sections : 

b b b b 

[He went] (unto the mount) (of Olives) [Moses 
b b b b b b 

smote the rock] (with his most sacred rod.) [John 
b b b b b b 

walks very much too fast] (for me.) 

Demonstrator* 




REMARKS. 

What the trunk is to the branches, in the framework of a 
tree, the trunk word is to the branch word in the framework of 
a sentence. And, what the branches are to the trunk, and to 
one another, in the framework of a tree, the branch words are to 
the trunk words, and to each other, in the framework of a section. 

As some branches have a direct constructive dependence 
upon the trunk, so some branch words have a direct con- 
structive dependence upon the trunk word ; as, [He went] {unto 
the mount) (0/ Olives.) Moses smote the rock. 

Went depends directly upon he, a trunk word. Unto, and 
the depend directly upon the trunk word, mount. Of depends 
directly upon Olives, the trunk word of the second section. 



20 ETYMOLOGY, 

Smote, depends upon two trunk words, viz., Moses, and rock; 
and the, after smote, has a direct framework dependence upon 
the trunk word, rock. 

As some branches have a direct dependence upon other 
branches, so some branch words have a direct dependence 
upon other branch words ; as, He then went, very high trees. 

Here, as went depends upon he, then depends upon went* 
And, as high depends upon trees> very depends upon high. 

Branch words have, 

1. Position. 

2. Rank, and 

3. Adaption. 

i. the position op a branch word, 

Respects the particular place which it occupies 
in relation to its super, or supers. 

The positions &xe juxta, disjuxta, and binal. 

1. The juxta position of a branch word is that 
place which is next to its super; as, Very much 
too cold weather. Diagram Sec. parts A, B, C, 
G, I, J, K, L, Bfc 

2. The disjuxta position of a branch word is 
any place in the section, which is more, or less re- 
mote from its super ; as, This large new building 
was purchased {by John Beard,) F. H. 

3. The binal position is both the juxta, and the 
disjuxta; as [Henry ivrote that letter] (with a 
pen) (which I made.) E. 

"Binal" means both. Wrote is in both positions. Wrote has 
two supers, namely, Henry, and letters. This sub wrote, stands 
next to Henry — hence it is in the juxta position. It does not 
stand next to letters, however; hence it is in the disjuxta* 
Wrote is, therefore, in the binal position. 

The supers of made, are which, and /. In relation to which, 
made is disjuxta — but, in relation to /, made is juxta. This 
branch word, then, is in the binal position. (Both positions,) 



ETYMOLOGY. 2i 

II. THE RANKS OF BRANCH WORDS, 

Respect the framework grades which the subs 
derive from their respective supers. The ranks are, 
first, second, third, fourth, &c. 

1. Every sub whose super is a trunk word, or 
an entire section, is of the first rank; as, Cold 
weather, very large house, [Henry wrote that let- 
ter] (ivilh a pen) (which I made.) A, C, E, F, H, M. 

2. Every sub whose super is of the first rank, is 
of the second ; as, Very high trees, Isaac wrote the 
letter accurately. B, G, L. 

3. Every sub whose super is of the second 
rank, is of the third ; as, Henry wrote very ac- 
curately. K. 

4. Every sub whose super is of the third rank, is 
of the fourth ; as, Very much too cold weather, how 
very fast James walks. J. 

5. Every sub whose super is of the fourth rank, 
is of the fifth; as, This boy's mother's father's 
brother's son. I. 

ILLUSTRATION. 
I 

Cold weather. Cold, A branch word of the first rank, 
belonging to weather. 

2.1 i 

Too cold weather. Too, A branch word, two constructive 
degrees from weather, and one 
from cold. 

3.2,1 2.1 i 

Much too cold weather. Much, A branch word, three con- 
structive degrees from 
iveather, two from cold, 
and one from too. 

4,3.2.1 3.2.1 2.1 1 

Very much too cold weather. Very, A branch word, four con- 
structive degrees from 
weather, three from cold, 
two from too, and one 
from much. 



22 XTYMOLOGY. 

R4.1.2 1 4.3 7.1 3.Z1 2.1 I 

This boy r s mo'.hefs father^ brother's so-i>. 

This, A branch \rorcF, five cob- 
sfructive degrees from 
son, four from brother's, 
three from, father's, two 
from mothers, and or^e 
fr&m fo^'s, 

III. ADAPTION OF BRANCH WORDS. 

The adaption of a branch word is its adaptation 
in sense, and construction, to some particular super, 
or supers, in the framework of the section. 

There are two adaptions, viz. : — 

Uni, and Plus. 

1. The Uni adaption of a branch word, is the 
adaptation of the word in sense, and construction, 
to one super only - 7 as cold weather. A, B, C, F, G, 
I, R. L, M. 

2. The Plus adaption of a branch word, is the 
adaptation of the word in sense, and construction,. 
to two supers ; as, Henry drank cold water. E, H. 
[Drank makes sense with Henry, and zvater.'] 

FRINCIFLES. 

1. Every branch word of the first rank makes 

•♦u +\ \ trunk word f .. .. 

sense with the j . ^ , wo ?ds ol(m sec ^ lon - 

2. Every branch word of the second rank makes 
sense with some branch word of the first in the 
same section. 

3. Every branch word of the third rank makes 
s< use with some h % anch word of the second in the 
;ame section. 

4. Every branch word of the fourth rank makes 
sense with some branch word of the third in the 
same section. 



ETYMOLOGY. 29 

5. Every branch word of the fifth rank make 
sense with some branch word of the fourth in the 
same, section. 

7. Every sectional divisor which gives the senten' 
diction, is of the first rank, Uni adaption, and 
makes sense with the section which it gives; as, 
[Henry went] {because he was called.) 

REMARK. 

The section, he was called, is given by because — hence becaus$ 
is a sectional divisor. "He was called''' is a section of the sen 
to cdiction. Hence because is a divisor which gives the sen- 
ten'c Diction. Every Divisor which cuts off from the sen- 
tence a section of the sentence diction, is of the first rank, Uni 
adaption, and makes sense with the section which it gives. 
Every section which is given by asenten'c diction divisor, is the 
trunk word of the Divisor. Hence this divisor ^must be of the 
first rank. And, as the section with which this oUvisor makes 
sense, is but one trunk word in relation to this divisor, it must 
be of the Uni adaption; as, [Henry came] {because I called 
him.) 

/ called him is the trunk which sustains the branch, because. 

REMARK. 

As the following principle embraces the seven preceding 
ones, the teacher (if he thinks proper) may allow the pupil to 
substitute this one for them. 

GRAND PRINCIPLE. 

Every sub makes sense with its own > " P > 
J 3 supers. 

Both sub, and super are in the same section. 

The principle should be applied to suit the case. When the 

adaption is uni, say, with its own super. 

But when the adaption is plus, say, with its own supers. 

1. The ranks are indicated by 1, 2, 3, 4, 5, 6. 

2. The uni adaption by the erect posture of the figure: 2, 1. 

3. The plus adaption, by the horizontal posture: c* .-< . 

4. Trunk words have no figures. 



SPECIMEN OF SCANNING THE WORDS OP A SECTION. 

I have given a specimen of analyzing each case. The speci* 
mens are designed for imitation — hence they are styled models 



24 Etymology. 



remark. 



The following specimens are designed as models for imita 
tion. Hence the learner should read them with great care. 
When the principles are referred to, he should turn to them, 
and examine them with close attention. It may not be neces- 
sary to memorize the seven principles which are applied in 
scanning words. But it is necessary to comprehend them 
dearly. 

MODEL I. 
1 14 3 2 1 

1. [The fire is very much too hot.] 

Tfie, a word of the branch order, juxta positioners? rank, uni 

adaption, making sense with fire. Sense reading: The 

fire. Principle I. 
fire, a word of the trunk order. 
is a word of the branch order, juxta position, ^^ rank, uni 

adaption, making sense with fire. Sense reading: fire is. 

Principle I. 
very a word of the branch order, juxta position, fourth rank, 

uni adaption, making sense with much. Sense reading: 

very much. Principle IV. 
much, a word of the branch order, juxta position, third rank, 

uni adaption, making sense wiih too. Sense reading : much 

loo. Principle III. - - 

toe, a word of the branch order, juxta position, second rank. 

uni adaption, making sense with hot. Sense reading : too 

hot. Principle II. 
Lot, a word of the branch order, disjuxta position, first rank,- 

uni adaption, making sense with fire. Sense reading : hot 

fire. Principle I. 

MODEL II. 
1 1 2 2- 

2. " What , went ye out Co see?" 

What, a word of the branch order, juxta position, first rank, uni 

adaption, making sense with thing, understood. Sense 

reading: What thing. Principle I. 
thing, (understood,) a Word of the trunk order. 
went, a word of the branch order, juxta position, first rank, uni 

adaption, making sense with ye. Sense reading : ye went. 

Principle I. 
ye, a word of the trunk order. 
tgut, a word of the branch order, disjuxta position, second rank, 

uni adaption, making sense with went. Sense reading: 

went out. Principle II. 



ETYMOI.OGr. 



25 



to, a word of the branch order, juxta position, second rank, 

uni adaption, making sense with see. Sense reading: to 

see. Principle II. 
see, a word of the branch order, disjuxta position, ^rsf rank, 

plus adaption, making sense with ye, and thing. Sense 

reading : thing see ye. Principle I. 

In giving the Sense reading, no attention need be paid to the 
euphony of the words. The only object in reading the sub with 
its own super, is to demonstrate its framework dependence; 
hence, if the process does mar the euphony, it can produce no 
bad result: this will enable the pupil to decide the connectioa 
of words by the judgment instead of by the ear. 

John is writing letters. 

Sense reading of writing.- John writing letters. 

MODEL III 

3. [What thing went ye out^r to see?] 

What, a word of the branch order, &c. 

thing, a vmrd of the trunk order. 

went, a word of the branch order, &c. 

ye, a word of the trunk order. 

out, a word of the branch order, &e. 

for, a word of the branch order, juxta position, first rank, uni 

adaption, making sense with to-see-what-thing. 
to-see-what-thing, a Half Section used as a trunk word, of the 
trunk order. 

MODEL IV. 

4. "And his disciples said, Who-then-canht- 
saved?" 

And, a word of the branch order, juxta position, first rank, 
uni adaption, making sense with its own section. Sense 
reading: "And his disciples said, Who then can be 
saved !" Principle VII. 

his, a word of the branch order, juxta position, first rank, 

uni adaption, making sense with disciples. Sense read- 
ing: his disciples. Principle I. 

disciples, a word of the trunk order. 

said, a word of the branch order, juxta position, first rank, 
plus adaption, making sense with disciples, and the 
truncated section, " who then can be saved] Sense 
reading: disciples said, who-then-can-be-saved ? Prin- 
ciple I. 

^Yho-then-can-be-saved, a section used as a trunk word, of the 
trunk order. 



26 ETYMOLOGY. 

MODEL V. 

5. " Who then can be saved ?" 

Who, a word of the trunk order. 

then, a word of the branch order, juxta position, first rank, urn 
adaption, making sense with its own section. Sense read- 
ing: then who can be saved. Who, therefore, can be 
saved. Principle VII. 

can, a word of the branch order, disjuxta position, first rank, 
uni adaption, making sense with who. Sense reading: 
who can. Principle I. 

be, a word of the branch order, disjuxta position, first rank, 
uni adaption, making sense with who. Sense reading: 
Who be. Principle I. 

saved, a word of the branch order, disjuxta position, first rank, 
uni adaption, making sense with who. Sense reading: 
who saved. Principle I. 

AN EXPLANATION OF THE ABBREVIATIONS USED IN 
IMPLENARY SCANNING. 

T The capital T stands for — Jl word of the trunk order 

b The Roman b stands for — A word of the branch order 

b The Italic b stands for — Binal position. 

j The Roman j stands for — Juxta position. 

u The Italic u stands for — Uni adaption. 

p The Italic p stands for — Pius adaption. 

d The Roman d stands for — Disjuxta position. 

1, 2, 3. The numerals, 1, 2, 8, &c, stand for — First; 

Second, Third, &c. rank. 
m The Roman m stands for — Making sense withy — .* 
s The Roman s stands for — Sense reading. 

APPLICATION OF THE ABBREVIATIONS USED IN 
IMPLENARY SCANNING. 

(bjlwm?) [T] (bjlttme) (bj4 wms)(bj3wm s)(bj2wms)(bd 1 wm s) 

1. [The fire is very much too hot*] 

[T] (bj l«m s) (b&lpms) [TJ 

2. [Potiphar did persecute Joseph.] 

[T] (b61pms)(bdlwms)(bjlwms) [T] 

3. [Israel worshipped the golden calf,] 

* Here the pupil should insert the proper words. 



ETYMOLOGY, 27 

[T] (b&lj?ms)(bdlwiQ s)(b jlwms) [TJ 

4. [Moses destroyed the golden calf.] 

[T] (b j 1 u m s) (b d 1 u m s) 

5. [Eleazar was consecrated.] 

[T] (6jlwms)(bdlwms) 

6. [Jericho did fall.] 

(bjlums) TT] (bilpms)(bjl«ms) [T] 

7. [The Israelites crossed the Jordan.] 

(bjlwms) [T] (bj] wms) (bdlwms) 

8. [The Jordon was crossed.] 

[T] (bjlns) [T] 

9. [Moses served Jethro.] 

(bjlwms) [T] (bjlums) (bdlwms) 

10. [Jacob's remains were transported.] 

[T] (bjlwms)(b51_pms) [T] 

11. [Moses did send spies.] 

[T] (b&ljpms)(bjlwms) [T] 

12. [Joshua stopped the sun.] 

(bjlums) [T] (bjlwms)(bdlwm8)(bj2«ms) 

13. [The moon was stopped too.] 

[T] (bj 1 wm g)(b b Ip m s) [T] 

14. [Eglon did oppress Israel.] 

(bj 2wms)(bjl wms) [T] (bjl«ms)(bj2Mms) 

15. [Coal black cloth was there.] 

(b j 2 u m b) (b j 1 u m s) [T] (bjlwms) 

16. [Strikingly green trees are.] 

(bjlwms) [T] (bjlwms)(bj3wms)(bj2«mg)(bdl«ms) 

17. [This fact is very well known.] 

(bj2wms) (bjlwms) [T] * 

18. [Grayish blue cloth.] 

(bdlwms) (bdlwms) (bdlwms) (bdl wms) (bdl wms) (bjlwm?) 

19. [Those fine, beautiful, young, green, straight 

[T] (bjlwms) 

trees grew.] 

(bj 4wms)(bj3wms)(bd2nms) [T] (bjlums) 

20. [How very fast James walks.] 

[T](bjlwms)(bj3wms) (bj2wms) (bdlwms) 

21. [I am most completely disappointed.] 

(bj4ttm3)(bj3ums)(bj2wms)(bjlwms) [T] (bjlwms) 

22. [Very much too cold weather is.] 

(bjlwms) [T] (bjlwms)(bj 4wms)(b j3 wm s)(bj 2 w m s)(bdl wins) 

23. [The weather is very much too warmj 

[Tl (bjlwms)(bdlwms)(bj2wms}(bjlwms) [T] 

24. [He is] *(a very learned man.) 



28 ETYMOLOGY- 

[T] (bjlwms)(bdlwms)(bdlwins)(bj lwms) [T] 

25. [John will be] (a good scholar.) 

(bdlwms)(bjlwms) [T] (bjlwms) 

26. [Cold dark nights are.] 

(bj2wms) (bjlwms) [T] (bjlwms) 

27. [Marble ware house is.] 

(bj2wms) (bjlwms) [T] (bjlwins)> 

28. [Cloud capt towers are.] 

(bjlwms) [T](bjlwmsXbdlwms)(bjlwme)[T] (bj2wms)(b dl wms) 

29. [The tea is (by four pounds) too heavy.] 

[-T] (bjlpms) i"T] (bdlwms)(bjlwms) . [T] 

30. [Tom struts himself] ( , a soldier.) 

[T] (bjlwms)(bdlwms) (bdlwms)(bjlwms)[T] 

31. [Henry was crowned] ( , a king.) 

[T] ^ (bjlwms) (bdlwms)(bjlwms) [T] 

32. [Josepii became] ( , a scholar.) 

(bj 1 w m s) [T] (b j lu m s)(b d 1 w m s)(b j ] w ms)[T] (b d 1 w m s )(b j 1 w m s) 

33. [The tea weighs] ( , , , ) ( , ten 

[T] 

pounds.) 

(bj 1 wms)[T] (bjlwms)(bdlwms)(bjlwms) [T](b dlwms)(bj2 wms) 

34. [The army is ( , , ,) ( , ten 

(bjlwms) [T] (bdlwms) 

thousand men) strong] 

(bjl wm s)^ [T](b j 1 w m s)(b j4 wms)(bj3wms) (b j2wms)(bd lwm s) 

35. [The distance is very much too long. 

N.B The branch word of the first rank, always makes 
gense with the trunk word. The branch word of the 
second rank, always makes sense with a branch word of 
the first rank. The branch word of the plus adaption, 
always makes sense with two supers. The words which 
are understood, and which in these exercises are repre- 
sented by commas, should be scanned as though they 
were expressed. No simple section has more than two 
trunks, and no branch word can be of the plus adaption 
unless the section has two trunks. And no compound 
section can have more than three trunks. No section 
can have more than one branch word of the plus adap- 
tion. 



ETYMOLOGY. QQ 

'Subdivision of branch words into 

I. SENTENSIC, and 

II. INSENTENSIC. 

I. A sentensic branch word is one which can, in one of its forms 
aid a trunk word in producing- the sentensic diction ; as, The rock 
was smitten by Moses, John is writing. [Was, smitten, is, and 
writing.] 

II." An insentensic branch w T ord is one which can not aid in 
forming- the sentensic diction ; as, the rock was smitten by Moses, 
with his rod. [The, with, by, his.] 

SUBDIVISION OF TRUNK WORDS INTO NOMINATIVE 
AND OBJECTIVE. 

A nominative trunk word is one which expresses an object of 
thought, and aids a sentensic branch word, to form the sentensic 
diction of the section ; as, 

1. The rock was smitten by Moses. [roc&.] 

2. J am he. [I] 

2. An objective trunk word is one which expresses an object of 
thought, and renders no aid in forming- any one of the five sentensic 
dictions of sections ; as, The rock was smitten by Moses with his 
rod. [Moses, rod.] 

Subdivision of trunk word sections, trunk word half sections, and 
trunk word phrases into nominative, and objective. 

I. A nominative trunk word section, a nominatiae trunk word 
half section, or a nominative trunk word phrase, is one which is 
used as a trunk word, and aids a sentensic branch word to form the 
sentensic diction of the sentence ; as, 

1. Thou shalt love the Lord is a part of the first Commandment. 
[Thou shalt love the Lord.] 

2. To see the sun encourages us. [To see the sun.] 

Note. — Thou shalt love the Lord is a section which is here used as a t runk 
word, and aids the sentensic branch word, is, to form the affirmative diction of 
the sentence. [To see the sun is a half section, and, as here used, resembles 
a trunk word — this half section aids the sentensic branch word, encourages, to 
form the affirnalive diction of the sentence, j 

II. An objective trunk word section, an objective trunk word half 
section, or an objective trunk word phrase, is one which is used as 
a trunk word, but renders no aid in the production of the sentinsic 
diction of the sentence ; as, 

1. The first Commandment says Thou shalt love the Lord* 
[Thou shalt love the Lord.] 

2. John loves to see the sun. [To see the sun.] 

3. John has his arm shot off. [His arm shot off.] 

His arm shot off is an ohjectme. trunk word phrase, and bears _a 
trunk relation to had 

Note.— The hist Commandment savs what"* jotin loveszcAai? 
The Commandment ?ays Thau shall love ikt Lara 
John love? ?o see the sun. 



B0 SCANNING. 

[The fire is very much too hot.] 
The. an insentensic word of the branch order, juxta position, 
first rank, uni adaption, making sense with fire. Sense 
Reading" : The fire. Principle I. 
fire, a nominative word of the trunk order, aiding- the word, 

is, to form the affirmative diction of the section, 
is, a sentensic word of the branch order, aiding the word, 

fire, to form the affirmative diction of the section, juxta 
positioners^ rank, uni adaption, making sense with fire. 
Sense Reading : fire is. Principle I. 
very, an insentensic word of the branch order, juxta position, 
fourth rank, uni adaption, making sense with much. 
Sense Reading- : very much. Principle IV. 
much, an insentensic word of the branch order, juxta position, 
third rank, uni adaption, making sense with too. Sense 
Jleading : much too. Principle III. 
too, an insentensic word of the branch order, juxta position, 
second rank, uni adaption, making sense with hot. Sense 
Reading : too hot. Principle II. 
hot, an insentensic word of the branch order, disjuxta position, 
first rank, uni adaption, making sense with fire. Sense 
Reading : hot fire. Principle I. 
To distinguish between the nominative, and the objective trunk word, the ola 
School Grammarians divide things into subjects, and objects. But, as every 
thing: mentioned in a sentence, is an object, every trunk word which expresses 
a thing, is an objective trunk word. Yet there may be a grammatical differ- 
ence between two trunk words which express two objtcts, for one of the two 
trunk words, may aid a sentensic branch word in forming the sentensic diction 
of the sentence, while the other trunk word may not render any aid what- 
ever in the formation of this diction ; as. [John sits] (by the table.) 

The trunk word, John as well as table is the trunk name of an object ; for,. 
if, as Dr. Webster says, An object is any thing about which some faculty is em- 
ployed, every thing mentioned in a sentence by a trunkyvord is an object, for 
how can one mention a thing without employing the faculty of the mind 
about it! But, while the trunk word, John, aids the sentensic branch word, sits, 
in forming the affirmative character of this combination of words, the trunk 
word, table, renders no aid whatever in the production of this affirmation. 
Hence while John may be properly styled the nominative trunk word, 
table may be called the objective trunk word. It is pretended however, that 
the table is the object of the relation existing between John, and it. But is not 
John as near to the table as the table is to him ? Why, then, is not John, an 
objective trunk word?— Because this trunk word aids sits in forming 
the sentensic diction of the sentence. Class Book of Criticism. 

2. " And his disciples said, Who-then-can-be- saved ? " 
And, an insentensic word of the branch order, juxta position, 
first rank, uni adaption, making sense with its own sec- 
tion. Sense Reading : " And his disciples said, Who 
then con he saved ? M Principle VI. 
his, an insentensic word of the branch order, juxta position, 

first rank, uni adaption, making sense with disciples. 
Sense Reading : his disciples. Principle T. 
disciples, a nominative word of the trunk order, aiding the sen* 
tensic branch word, said, to form the affirmative dic- 
tion of the_section. 
said, a sentensic word of the branch order, aiding the nomu 
native trunk word, disciples, to form the affirmative 
diction of the section, juxta position, first rank, plus 
adaption, making sense with disciples, nnd the trunk 
rr "<! seouon, :: who then canlm saved r Sense Readings 
disciples said, who-then-can be- saved? Principle L 
Who4hen>can be-saved an objective trunk word section. 



ETYMOLOGY. °1 

The scanning of the words of the trunk word section. 
" Who then can be saved J" 

Who, a nominative word of the trunk order, aiding- the senten- 
sic branch word, can, to form the interrogative diction 
of the section. 

then, an insentensic word of the branch order, juxta position, 

Jirst rank, uni adoption, making sense with its own sec- 
tion. Sense Reading: then who en be saved. Who, 
therefore^ can be saved. Principle VI. 

can a sentensic word of the branch order, extending- its sen- 

tensic power in aiding- the nominative trunk word, who, 
to form the interrogative diction of the section, disjuxta 
position, Jirst rank, vni adaption, making sense \\\\\\who. 
Sense Reading: who can. Principle 1. 

be a sentensic word of the branch order, suspending its 

sentensic power, disjuxta position, first rank, uni adap- 
tion, making sense with who. Sense Reading : Who 
be. Principle I. 

saved, a sentensic word of the branch order, disjuxta position, 
Jirst rank, vni adaption, making sense with who. JSense 
Reading : who saved. Principle I. 

Note. — Not, and never are ever of the second rank, and almost always 
make sense with the sentensic branch word on the Iefiof £ ?ioi anu never. 

AN EXPLANATION OF THE ABBREVIATIONS USED IN 

PLENARY SCANNING. 

Implenary Scanning is but a partial scanning of the words of a section, not 
dividing the words of the trunk order into v minutive and objective, nor 
words of the branch order iuco sentence, aud insentensic 

_ Plenary Scanning is a fall scanning or analysis of the words rf a section, 
dividing the words of the trunk order int r. rninative, and objective, and the 
words of the branch, order into sentensic. and insentensic. 

N The capital N stands for — A nominative, word of the 

trunk order, aiding the sentensic branch word, , 

to r,n the sentensic die' ion of the section 

JVTh Italic capital jY stands for — A nominative trunk 
word com 1 ) ration, aiding the sentensic branch word 
to form the sentensic, , diction of the section. 

s The Roman s stands for — A sentensic word of the 
. branch order, aiding the nominative trunk vjord, or 
the nominative trunk word combination to form the 
sentensic, , diction of the section. 

s The Italic s stands for — A sentensic word of the branch 
order, suspending its sentensic power. 

i The Rornan i stands for — An insentensic word of the 
branch order. 

m The Roman m stands for — Making se?ise icith, — . 

6 The Roman s which stands after the m stands for— 
Sense »adin%. 



32 



ETYMOLOGY. 



O The Roman capital stands for — An objective trunk 

word. 
The Italic capital stands for — An objective trunk 

word combination. 
j The Roman j stands for — Juxta position, 
b The Italic b stands for — Binal position. 
d The Roman d stands for — Disjuxta position. 
1, 2, 3. The numerals, 1, 2, 3, &c, stand for — First, 

Second, Third, &c. rank. 
u The Italic u stands for — Uni adaption, 
p The Italic p stands for — Plus adaption, 

APPLICATION OF THE ABBREVIATIONS USED IN 

PLENARY SCANNING. 
[N] (ij2«ms) (sdlwms) (idlwms) (ijlwms) [0] (ijlMms) 

1. [John then went ] ( for his book ;) (but 

[N] (sjlwms) (ij 2 w m s)(s 6 lp m s) [0] 

he did not get it.) 

[N] (sjlwms) (ij2wms) (s&lpms) [0] 

2. [I have not written letters.] 

[T] (s j 1 u m s) (i j 2 u m s) (sdl^ms) (i j 1 u m s) [0] 

3. [He would not learn his lesson.] 

[N] (sblpms) (ijl^ms) _ [0] 

4. [He planted a vineyard,] 

[N] (sjlwrns) (ijlwms) [0] [0J [N] (sjlwms) 

7. [He is ] (a lad ) ( whom you may 

(ij2wms) (sdlpms) 

not know.) 

(ijl«*ms) [N](sj lwms) (ij Sums) (ij2wms) (sdlwins) 

8. [The fact is very well known.] 

(i j 1 u m s) [N] (s j 1 p m s) [O] 

9. [And he said where-art-thou 1] 

(ij2wms) (ijlwms) [N] (sj 1 wms)(idlwm s) 

10. [Grayish blue cloth is rare.] 

(i j 2 u m p) (ijlwms) [N] (sjlwms) (i d 1 u m s) 

11. [Strikingly green trees are beautiful.] 

(ij 2 urns) (ijl wms) [N] (sj 1 urn s)(id2 wm s) 

12. [Coal black cloth is black.] 

T!^, [JV] (gjlwms) (idlwms) 

13. [To-see-the-sun is pleasant.] 

For more exercises on the trunk word combinations, 
see Book II., page 33, 

Unprepared example? for Plenary Scanning pages 64, 65, 66, and 67. 

Unprepared Exercises in Plenary Scanning. 



GY. 



3S 



1 1 3 Hi 

[These boys have no! been writing their copies] 

[We have been laughing.] 

1 l 

[You have been walking.] 
i i 

[We shall have been walking.] 

UNPREPARED EXERCISES IN SCANNING. 

In which the Pupil should be thoroughly drilled 

1. Potiphar did persecute Joseph. 

2. Israel worshipped the golden calf. 

3. Moses destroyed the calf. 

4. Eleazar was consecrated. 

5. Jericho did fall. 

6. The Israelites crossed the Jordan. 
7 The Jordan was crossed. 

8. Moses served Jethro. 

9. Jacob's remains were transported. 

10. Moses did send spies. 

11. Joshua stopped the sun. 

12. The moon was stopped too. 

13. Eglon did oppress Israel. 

14. The ark had been taken away. 

15. Jabin did oppress Israel. 

16. The Levites exterminated the Benjamites. 

17. Gideon routed the Midianites. 

18. Ruth must have followed Naomi. 

19. Gideon was chosen to rescue Israel. 

20. Cicero was banished 

21. Sylla did plunder Athens. 

22. Jacob fled to escape Esau. 

23. Esau sold his birthright to procure pottage. 

24. Socrates was doomed to die. 

25. Rome was to be destroyed. 

26. Sodom was to be destroyed. 

27. God intended to destroy Gomorrah. 

28. Who saw Memnon invent letters ? 

29. Did you see Samson kill Philistines ? 



84 ETYMOLOGY. 

30. Rome bade Coriolanns to leave Rome. 

31. Athens commanded Aristides to leave Athens. 

32. Cyrus intended to take Babylon. 

33. Alexander captured Tyre. 

34. Enoch was translated to prevent his death. 

35. Noah prepared to meet the flood. 

LESSON. 

CONSTRUING. 

In English, Construing is the analysis of Sections 
as the trunks, and branches oi Sentences. 

A section is a trunk word, or a combination of 
trunk, and branch words, giving an entire part ol 
the complex thought expressed by the sentence ; as, 
(Jlh) {John,) [have you come again ?] 

(Master,) [I have brought my son] (unto thee.) 
{which hath a dumb spirit") 

All sections have order, diction, notation, and 

STATE. 

I. Order. 
The order of a Section, respects its constructive 
standing as a distinct part of a Sentence. 

Sections have two orders, Trunk, and Branch. 

I. The Trunk Order. 
The trunk order of a Section, respects its high 
constructive standing, its trunk-like independence 
of all other sections ; as, (Master,) [I have brought 
my son-] (unto thee,) (which hath a dumb spirit.) 

II. The Branch Order. 
The branch order of a Section, respects its sub* 
ordinate constructive standing, its branch-like de- 
pendence upon another section of the same sentence ; 
as (Master) [I have brought my son] (unto thee.; 



ETYMOLOGY. 35 

PRINCIPLES, 

On which a Section becomes the trunk of a sen- 
tence. 

Principle I. 

The Section which is so disposed of that it is 
made the foundation of a sentence, is the trunk Sec- 
tion ; as, 

[There was a marriage] (in Cana) (of Galilee.) 
(Ah) (John,) [have you come again?) 

Principle II. 

The Section which is so disposed of in the frame- 
work of the sentence, that it has a constructive de- 
pendence upon another Section, is a branch Section ; 
as, 

[There was a marriage] (in Cana) (of Galilee.) 
(Ah) (John,) | have you come again ?] 

Trunk Section. Branch Section. Branch 

1. [Jesus saw a man] (who was blind) (from his 

Section. 
birth.) 

Trunk Section. Branch Section. Branch Section. 

2. [Joseph went] (to the city,) (James , ) (to 
Branch Section. 

the country.) 

Here by a different disposition, the trunk section 
may become a branch section ; as, 

[James went] (to the city,) (Joseph , ) (to 
the country.) 

3. [" I say the truth] (in Christ,) (Hie not.' 9 ) 
Here the branch section, / lie not, may be made 

the trunk, and the trunk section may be made a 
branch ; as, 

[I lie not,] (I say the truth) (in Christ.) 
Few sentences, however, can undergo that revo- 
lution in their frame-work, which is necessary to 
turn the trunk into a branch, and a branch into the 
trunk, without a very obvious change in the sense 



36 



ETYMOLOGY. 



itself. And when the change in structure gives a 
new sense, the old sentence is entirely lost in the 
new. 

In the following, the trunk section cannot be- 
come a mere branch — 

" (To him) (that worketh) [is the reward not reck- 
oned] (of grace,) (but, , , , ) (of debt/') 

how the TRUNK SECTION may be distin- 
guished from the BRANCH SECTIONS. 

No sentence has more than one Branch Sec- 
tion, of which potential precession can be predi- 
cated — and there are very many sentences in which 
no Branch Section can occupy the first place ; as, 
But one thing is needful ; (and Mary hath chosen 
that good part J (which shall not be taken away ) 
(from her') 

As there is but one Branch Section which can 
occupy the first place in any sentence ; and as the 
Trunk Section always can, it follows that the Trunk 
Section is one of the two sections which can com- 
mence the sentence ; as, (In the beginning ) [was 
the word /] and the word was with God, and the 
word was God. 

( In the beginning,) and [was the word] are the 
only Sections with which this verse can be com- 
menced — hence it follows that one of these Sections 
is the Trunk. 

REMARKS. 

In a sentence, there is always one section which is so disposed 
of, that it becomes the foundation part of the entire frame-work. 
The rank which this basis section holds in the verbal package 
is clearly expressed in the name of the section. Trunk is the 
name of this section. 

As every tree has one trunk, so every sentence has one trunk 
section. And, as no tree has more than one trunk, so no sen- 
tence has more than one trunk section. But, as a tree may 
have many branches, so a sentence may have many branch 
sections. 



ETTMoLOGY. 37 

DICTION. 

Diction is speech, expression. [Dico, to speak.] 

Division of Diction. 

Diction is Sentensic, and Insentensic. 

I. Sentensic Diction. 

Sentensic Diction is the affirmative, the subfirmative, 

the interrogative, the imperative, or the petitionative 

sentence character of a section which may oe either of 

the trunk, or of the branch order; as, [/ have brought 

my son.] [There was a man] ( , , sent) (from God) 

(whose name was) (John.) 

II. Insentensic Diction-. 

Insentensic Diction is the expression of a branch sec- 
tion which is destitute of the affirmative, the subfirma- 
live, the interrogative, the imperative, and the petitiona- 
tive sentence character ; as, (Master,) [I have brought 
my son] (unto thee.) There was a man] ( , , sent) 
(from God) (whose name was) (John.) 

Note. — A sentence is an affirmative, a subfirmative, an inter- 
rogative, an iinperative, or a petitionative combination of two or 
more words, which is so far cut off from every other combina- 
tion in sense, and construction, thai it can stand alone. Hence 
every section of the trunk order, is a sentence ; as. (Master) [I 
have brought my son] (unto thee) (who hath a dumb spirit.) 

Every affirmative, every subfirmative, every interro- 
gative, every imperative, and every petitionative section 
of the branch order, is like every section of the trunk 
order in this, viz : both have the same diction. This may 
be demonstrated from the fact that both express some- 
thing which can be denied. Hence the trunk section, 
[/ have brought my son], and the branch section, (who 
hath a. dumb spirit,) are alike. This may be seen from 
the folio wing proof : 

[I have not brought my son ] 
(who hath not a dumb spirit.) . 
Now, although that which constitutes a combination 
of words, a "sentence, is the capacity to stand alone, no 
combination can stand alone, which does not express 
something that can be denied. Therefore while the 
capacity to stand alone, may be considered the primary 
character of a sentence, the expression of something 
which can be denied, may be considered the secondary 
character of a sentence. xAnd as affirmative, subfirma- 
tive, interrogative, imperative, and petitionative branch 
sections express something which can be denied, they 
ill have the secondary sentence character. But, ascer- 
4 



38 ETYMOLOGY. 

tain branch sections will not receive the negative, not, 
they cannot be denied — hence they have not the secon- 
dary sentence character ; as, {Master) [I have brought 
my son] (unto thee) (which hath a dumb spirit.) 

Now, as not cannot be incorporated with (Master) 
this branch section has not the secondary sentence char- 
acter — hence it is of the Insentensic diction. And as 
not cannot be incorporated with the branch section 
(unto thee), this branch section has not the secondary 
sentence character. Hence (unto thee is a section of 
the insentensic Diction too. 

A little close examination will demonstrate that the 
branch section, (who hath a dumb spirit,) is like the 
trunk section, [/ have brought my son.] Not can be in- 
corporated with both ; as, [I have not brought my son] 
(who hath not a dumb spirit.) 

Now, as the trunk section is a sentence because it has 
both the primary, and the secondary character of a sen- 
tence, the branch section, (who hath a dumb spirit,) 
w r ould be a sentence had it the rank which is necessary 
to render a combination of words a sentence, for it has 
the same diction which the trunk section has. 

This is not the case, however, with the branch sec- 
tions, {Master,) and (unto thee,) for these sections ex- 
press nothing which can be denied. True, not can be 
placed before unto ; still this negative would not belong 
to the section, (unto thee,) but to the trunk ; as, [I have 
brought my son not] (unto thee.) 

As^it is a fact that every section into which not can be 
put, is an affirmative, subfirmative, an interrogative, an 
imperative, or a petitionative section, the following 
RULES should be well understood, and thoroughly ap- 
plied by the learner : 

Rule I. 

The section into which not can be put is Sent ens ic 
Diction ; as,* [I saw John] (who came,) [I did not see 
John] (who came not.) 

Rule II. 

The section into which not cannot be put is Insentensic 
Diction ; as, [I saw John] (at the house) (of Joseph.) [I 
saw John not] (at the house) (of Joseph.) 

Sentenstc Diction is the affirmation, the subfirmation, 
the interrogation, the command, or the petition which is 
expressed by a section of the trunk, or of the branch 
order. 

* Before the pupil is required to distinguish the dictions into 
affirmative, &c M he should be drilled in the distinction of Sen- 
tensic % and Insentensic Diction. 



ETYMOLOGY. "' 



1. THE AFFIRMATIVE DICTION, 

Respects that declarative expression which is 
generally employed in making the mind firm in 
relation to what is said; as, 

1. lam free. 

2. "Am I not free?" 

3. / have seen our Lord. 

4. "Have I not seen our Lord?" 

5. The blind can not see. 

6. Can the blind see ? 

2. THE INTERROGATIVE DICTION, 

Respects a question ; as, 

1. Will you have some pie ? 

2. How are you ? 

3. Have you been reading the paper ? 

Many affirmative cordictions are made in the interrogative 
form, or construction; as, 

1. "Am I not free?" 

2. " Have I not seen Jesus Christ, our Lord?" 

Paul does not use this language under an expectation of re. 
ceiving an answer. Paul desired no information respecting 
these points. He employs this form in the expression of the 
two dictions, to render the mind of the readers firm in rela- 
tion to the things to which he alludes. Paul wished to affirm> 
or confirm, the mind of the reader respecting these two points. 

1. When the speaker wishes to make his own mind firm, by 
an answer to his question, he makes an interrogative diction; 
as, Shall I depend upon what he says. 

The answer is to make the mind of the speaker 
firm.] 

2. When the speaker desires to make the mind of another 
firm, he makes an affirmative, or a.- confirmative diction ; as, I 
shall depend upon what he says. 

3. THE IMPERATIVE DICTION, 

Respects a command ; as, 



40 



ETYMOLOGY. 



1. "Go, and washP 

2. Come here. 

3. Be kind. 

4. THE PETIONATIVE DICTION, 

Respects a petition ; as, 

1. Forgive our sins. 

2. Have compassion on us. 

3. Do forgive me once more. 

5. THE SUBFIRMATIVE DICTION, 

Respects the diction which does not make the 
mind as firm as affirmative diction makes it ; as, 

1. If John comes. 
Sub, inferior to, less than. 

2. When he comes. 

3. When the bell rings. 

4. It is said that the President is ill. 

That " the President is ill," is not an affirmation. 
It is said, is an affirmation. 

5. "When my ship returns, I will pay you ! !" 

This is a poor consolation, for it is not here affirmed that his 
ship will ever return ! 

LESSON X. 

IV. THE NOTATION OF SECTIONS. 

The notation of a section respects the actual ex- 
pression of all, or only a part, of its words. 
The notations are Plenary, and Implenary. 

1. Ttie plenary notation of a section is the actual 
expression of all its words ; as, [Give thou an apple] 
{to me,) 

2. The implenary notation of a section, is the 



ETYMOLOGY. 41 

non-expression of one, or more of its words ; as, 

[Give , ( , me) an apple.] 

The first, and the third section in the following sentence, is 
of the implenary notation — but the second^ and the fourth, is of 
the plenary notation : 

1 

[" But they understood not what >](>>)(> 

3 

he said) (unto them.") 

The whole of the first section is not expressed, for thing is 
understood, after what. The whole of the third section is not 
expressed; for which is understood before he. But the whole 
of the second section is expressed; for it is all in the mouth, or 
voice of him who reads it. Hence the second section is of the 
plenary notation. The second section is "it was. 91 Both of 
these words are in the mouth — hence the section is plenary. 

V. THE STATE OF SECTIONS- 

The state of a section is its entireness, its whole- 
ness ', its non- division. 

There are two states, viz. unbroken and 
broken. 

1. The unbroken state of a section is the en- 
tireness which is produced by the position of all its 
words ; as, [Lata is] (a rule) (of action.) 

2. The broken state of a section is the division 
which is produced by the intervention of other 
words ; as, [Law (in its most general sense) is'] (a 
rule) (of action.) 

The pupil should substitute unbroken state for 
perfect integrity, and broken state for imperfect 
integrity, p. p. 44. 45, 46, and 47. 

LESSON XI. 

[All Branch Sections have position, rank, and 
adaption.] 

VI. positions of branch sections. 

The position of a Branch section respects the 
place which it occupies in relation to its super, or 
supers. 

The positions arejuxta, disjuxta, and binal. 



42 ETYMOLOGY. 

1. The juxta position of a section, is that place 
which is next to its super ; as, [Henry wrote that 
letter] {with a pen) (which I made) (for him.) 

2. The disjuxta position is any place in the sen- 
tence, more, or less remote from any part of the 
super of the sub; as, [Henry wrote the letter] 
(on this table,) (in great haste.) 

3. The binal position is both the juxta, and the 
disjuxta ; as, [John saw the brother] (of James ;) 
(but he did not see my brother.) 

The Branchy but he did not see my brother, is in the juxta, and 
in the disjuxta position : juxta, in relation to (of James ;) but 
disjuxta, in reference to, John saw the brother. 

VII. RANKS OF BRANCH SECTIONS. 

The ranks of Sections are the framework grades 
which the subs derive from their respective supers. 

The ranks are first, second, third, fourth, fifth, 
sixth, &c. 

1. Every Branch which is sub to the trunk, is 
of the first rank ; as, [The sun shines] (upon all 
men 1.) 

2. Every Branch whose super is of the first rank, 
is of the second : as, [The sun shines] (upon all men 
1) (ivho will receive his rays 2.) 

3. Every Branch whose super is of the second 
rank, is of the third rank ; as, [The sun shines] (upon 
all men 1) (who will receive his rays 2) (which he 
sends 3.) 

4. Every Branch whose super is of the third rank, 
is of the fourth rank ; as, [The sun shines] (upon all 
men 1) (who will receive his rays 2) (which he 
sends 3) (from the heavens 4.) 

5. Every Branch whose super is of the fourth 
rank, is of the fifth rank ; as, [The sun shines] )upon 



ETYMOLOGY. 43 

all men 1) (who will receive his rays 2) (which he 
sends 3) (from the heavens 4} {which are 5.) 

6. Every branch whose super is of the fifth rank, 
is of the sixth rank ; as, [The sun shines] (upon all 
men i) (who will receive his rays 2) (whieh he 
sends 3) (from the heavens 4) (which are 5) {above 
us 6.) 

LESSON XII. 

VIII. ADAPTION. 

Adaption is the adaptation of a sub, in sense, 
and construction, to its super, or supers. 
Adaption is divided into 

uni, and plus. 

1. The uni adaption is the adaptation of a branch 
to one super; as, 

[John saw the brother (of James.) 

2. The plus adaption is the adaptation of a branch 
to two, or more supers ; as, 

[John saw the brother] (of James ;) (but he did 
not see my brother.) 

The section, but he did not see my brother, is adapted to the 
trunk, and to the branch, of James. This branch, therefore, is 
of the plus adaption. This will be rendered clear from the 
sense reading. 

Remarks. 

To give the plus adaption a full discussion, would require a 
volume, It depends upon so many nice shades of thought that 
the examples themselves which are necessary to a full illustra- 
tion of the plus adaption, would be appalling to the pupil. I 
shall give below a few instances of illustration, which will 
serve to throw the mind into a thoughtful posture in relation to 
this interesting subject. 

[" The man ;] (and the woman bear the conjugal 
yoke.") 



44 ETYMOLOGY. 

[The man] ; (and the woman bears the conjugal 
yoke.) 

The import of and is that of add. First, it is 
affirmed in an implenary section, that the man 
bears the conjugal yoke — and, secondly, it is affirmed 
in a plenary section, that the woman bears it. The 
true sense is this: The man bears the conjugal 
yoke, add that the woman bears it. 

That is, add to the fact that the man bears this 
yoke, the fact that the woman also bears it. 

Sectionized. 
[" The man ,,,,]; (and the woman bears 
the conjugal yoke.") 

1. {The man ,,>,]> 

an implenary trunk section. 

{and the woman hears the conjugal yoke,) 

a plenary branch section, juxta position, first rank, 
uni adaption. 

Sense Reading: 

[The man bears the conjugal yoke /] (and the 
woman bears the conjugal yoke.) 

It may be thought, however, that, as this reading 
makes the man bear all the yoke, and the woman 
bear all of it, it does not give the exact sense. The 
exact sense according to what ? According to the 
import of the sentence, or according to the intention 
of the author of the sentence ? The author means 
to say that there is but one yoke, and that this is 
borne by the concurrent exertions of the husband, 
and the wife. This particular sense, however, is 
not derived from the import of the language which 
is used, but from the nature of the subject itself. 
The same form of expression applied to a subject 
of a different nature will make the writer say that 



ETYMOLOGY. 45 

one agent derives no aid from the other in perform 
ing the action expressed in the sentence : 

u The man, and the woman died" 

[The man , ] ; (and the woman died.) 

Here the sense reading is, — 

[The man died;] {and the woman died.) 

But why is this the true sense reading? This is 
the true sense reading, because it represents the 
exact import of the sentence. 

The author of the sentence predicates of the man, 
that he died — and that he expired without any aid 
from the woman. 

He also predicates of the woman, that she died— 
and that she died without any aid from the man. 

[" The man died;] (and the woman -died.") 

" The man, and woman bear the yoke." 

Is it not here predicated of the man that he bears 
the yoke ? and is it not here predicated of the 
woman that she bears it ? How, then, can the 
following rendering do this sentence the least in- 
justice ? 

[ u The man bears the yoke;] (and the woman 
bears the yoke.") 

There is a discrepancy between the exact ex- 
pression, and the nature of the subject. 

The nature of the subject predicates of the man 
a mere participation in the act of bearing the 
yoke ; but the language of the sentence predicates 
of the man a full perfor?nance of this act. What, 
then, is the Grammarian to do? The Grammarian 
is bound to give a solution of the language accord- 
ing to its true constructive import. It is not the 
province of the Grammarian to solve the subject, 
the theme itself, but to analyse the language 



46 



ETYMOLOGY. 



according to its constructive, and significant Jaws, 

Where the agents are independent of one another 
in the performance of the expressed act, and should 
be used ; as, 

The man, and the woman died. 

But where the act expressed, is done by the con- 
current aid of all the agents, with should be used ; 
as, 

The man tmth the woman, bears tbe conjugal 

yoke. 

2. [They were confined] (in prison) (for debt.) 
Seiise Beading' : 

1. [They were confined] (for debt.) 

2. [They were confined] (in prison) (for debt.) 

Is "for dehl' 7 of the uni, or of the plus adap- 
tion ? 

Is the following reading, the exact sense ? 

[They were confined} (for debt.) 

If so, "for debt/ 7 is of the um adaption. But, if 
this branch, for debt, not only gives the cause why 
they were confined, but why they were confined in 
a prison, it is of the plus adaption. 

I am of the opinion that "for debt 77 is of the plus 
adaption ; it seems to me that "for debt 77 is in- 
tended not only to give the cause why they were 
confined, but why they were confined in a prison. 

The adaption of the section, "for debt/ 7 is well 
calculated to show the extent to which the deter- 
mination of the adaption of branch sections employs 
the perceptive powers of the pupil. 

12 2223? II 

3. [" He (that makes his fire) (of hay) hath much 

1 4 4 4 4 4 

smoke,] (but he hath little heat.) 



ETYMOLOGY. 



47 



The section, but he hath little heat, is of the uni 
adaption. This may be seen from reading it with 
the trunk. 

[he hath little heat ;] (but he hath much smoke.) 

4. [He made his fire] (of hay ;) hence he had 
little heat. 

The Sense reading will show that the last section 
is plus adaption. 

[He made his fire] (hence he had little heat.) 

Now, the cause of his having but a little heat, 
was certainly not that he made his fire ; he had but 
little heat because he made his fire of hay. The 
sense reading, then, is : 

\He made his fire'] (of hay ;) (hence he had 
little heat. 

5. [He made his fire] (of hay) (hence he had 
much smoke.) 

The section, hence he had much smoke, is of the 
plus adaption. This section is not sustained by 
the trunk alone : the reading of it with the trunk 
only, does not give the exact sense : 

\He made his fire i] (hence he had much 
smoke.) 

The true reading is this : 

[He made his fire} (of hay j) (hence he had 
much smoke.) 

It may be thought, however, that the last section 
depends entirely upon of hay. If this position is 
tenable, the section is not of the plus, but uni 
adaption. 

(Of hay) (hence he had much smoke.) 

But it was not the hay which produced the smoke: the 



48 ETYMOLOGY. 

making of the fire of hay produced it. The making of the fire 
did not produce the great amount of smoke; nor did the hay 
produce it. But it was the making of the fire of hay which pro- 
duced it. Hence it is obvious that the section, ■ hence he had 
much smoke" 13 of the plus adaption. 

6. [He directed the letter] (to John Foster) (there- 
fore Jane Foster did not receive it.) 

What was it which prevented Jane Foster from receiving the 
letter % Was it John Foster ? Wo. Was it the directing of the 
letter, which prevented Jane from receiving it? No. The 
directing of the letter to John Foster prevented Jane Fosters re- 
ceiving it. The section, then, " therefore Jane Foster did not 
receive it/ 7 is Hot justified by one section ; hence it is not of the 
uni adaption. 

7. [Henry came very fast ;] {hence he soon ar- 
rived.) 

The section, "hence he soon arrived/ 1 is of the uni adaption. 
This section cannot be of the plus adaption, for there is but 
one other section in the sentence. 

8. [Henry came] (with great speed,) (hence he 
soon arrived.) 

In this sentence there are three sections ; hence, if the con- 
struction will allow, the branch, hence he soon arrived^ may be 
of the plus adaption. 

1. [Henry came ;] (hence he soon arrived.) 

2. [Henry came] (with great speed ;) (hence he 
soon arrived.) 

9. [I told the truth ;] (but he did not believe me.) 
Uni adaption. 

10. [I told the truth] (in every particular;) (but 
he did not believe me.) 

It does not appear that in every particular^ contributed to a 
want of faith ; hence the section, but he did not believe me, is of 
the uni adaption. 

[I told the truth ;] (but he did not believe me.) 

[John saw the brother] (of James ;) (but he did 
not see my brother.) 



ETYMOLOGY. 49 

(Of James /) (but he did not see my brother.) 

That the second branch section has a bearing upon the first, 
may be rendered clear by the omission of the first branch sec- 
tion; as, 

[John saw the brother 3] (but he did not see my 
brother.) 

This reading proves that the section, of James, is necessary 
to justify the section, but he did not see my brother. And, as the 
omission of the trunk proves that, but he did not see my brother, 
cannot be sustained by of James, alone, it is rendered clear that 
this cordictive branch section makes sense with the trunk, and 
with the uncordictive branch section — {John saw the brother} (of 
James.) 

The different ranks of the branch sections which 
are of the plus adaption. 

[John saw the brother] (of James;) (but he did 
not see my brother.) 
but he did not see my brother, is of the first rank. 

In cases where the branch section has different ranks, mention 
is made of that rank only, which the section derives from its 
highest super. Every section of the plus adaption has two, or 
more distinct ranks : this is obvious from the fact that the sec- 
tion derives a rank from each of its supers. The section, " but 
he did not see my brother," derives the first rank from the trunk, 
and it derives the second from the branch, of James. 

" My little children, these things write I unto you 
that ye sin not." 

[I write these things] (unto you) (for that.) 

{For that is of the plus adaption — hence it must have differ- 
ent ranks. In relation to the trunk, for that, is of the first rank 
— in relation to the branch, unto you, for that, is of the second 
rank. But it is not necessary to require the pupil to express the 
different ranks of a section of the plus adaption. He should be 
required to give one of the ranks only. And, as the highest can 
generally be given with as much ease as any other, he may be 
required to give this rank only.] 

5 



50 



ETYMOLOGY. 



LESSON XIII. 



SECTIONAL DIVISORS. 



1. There are two classes of words, which always 
make Sectional divisions in the sentence ; as, 

1. John is (in the house) (with his brother.) In, 
With. 

2. A certain man planted a vineyard ; (and he 
set a hedge) {about it.) And About. 

In Book I., these are called Sectional Divisors. 

[In Book II., these words are called prepositions, 
and conjunctions. 

There are two classes of Sectional Divisors. The 
first class is composed of the words that make sense 
with the sections which they give; as, [Henry 
called] {because he wished to see me.) Because. 

The second class of Sectional Divisors, is made up 
of the words which make sense with the trunk 
words of the Sections which they give; as, [He 
went] (unto the Mount) (of Olives.) Unto of. 

The divisors of the first class give Sections of the 
sentensic diction — hence they are called, 

Seniensic Diction Divisors 

The Divisors of the second class, give Sections 
of the Insen. Diction — hence they are called, 

Insentensic Divisors. 





I. SENTENSIC DIVISORS. 


And 

And therefore 


Both* (and) 
Either (or) 


Nay* 
Nathless 


And yet* 
And though 
Although 
And so* 


Except* 
Excepting* 
Even* 
Even so 


Not only* (but) 

Nevertheless 

Notwithstanding 

No* 


As* 


Else* 


Now* 


As also* 

As well as (and) 


For* (because) 
Further* 


Neither* (nor) 
Or 


Also* 


Furthermore 


Or even* 





ETYMOLOGY. 


Again* 


Hence* {therefore) 


Because 


However* (but) 


Beside* 


Howsoever 


Besides 


Howbeit 


Being* 


If 


But* 


Inasmuch 


But though 


Lest 


But although 


Likewise* 


But however* 


Moreover 



51 

Otherwise* (or) 

Provided* (if) 

Save* 

So* 

Since* (as) 

Than 

Then* (therefore) 

Thence* (therefore) 

Therefore. 

Those words which have the *, are not Divisors in all in- 
stances. 

1. And therefore. 

Where and is used with therefore, and therefore 
must be taken as one divisor, or and must be 
omitted. [And therefore is bad.] 

2. As also. 

When as is used with also, as also must be taken 
as one divisor, or as must be omitted. [As also is 
bad.] 

When and follows both, both is a Divisor, and 
gives the very Section to which and belongs ; as, 

2 2 2 

Henry is both virtuous, and brave. 

112 1 2 

Plenary — [Henry is both virtuous,] and he is 
brave, (both and he is brave.) 

3. As well as. 

As well as, in the sense of and, is a divisor. 

4. Both. 

Both, followed by and, is a divisor. 

5. Either. 

Either, followed by or, is a divisor. 

6. Neither. 

Neither, followed by nor, is a divisor. 



52 



ETYMOLOGY. 



Not only. 
Not only, followed by but, is a divisor. 

7. Since. 
Since, in the sense of for this reason, is a divisor. 

8. Thence. 

Thence, in the sense of therefore is a divisor. 

9. Hence. 

Hence, in the sense of therefore, is a divisor. 

10. Provided. 
Provided, in the sense of if, is a divisor. 

11. However. 
However, in the sense of but, is a divisor. 

12. 7%en. 
Then, in the sense of therefore, is a divisor. 



II. INSENTENSIC DIVISORS. 



Abdve* 


atwixt 


during 


sare* 


about* 


before 


except* -ing* 


to* 


across 


behind 


for* 


touching* 


after* 


below 


from 


toward 


against 


beneath 


in* 


towards 


amid 


beside 


into 


through 


amidst 


besides* 


of* 


throughout 


among 


between 


off* 


under 


amongst 


betwixt 


on* 


underneath 


around 


beyond 


over* 


unto 


as* 


but* 


past* 


up* upon* 


at* 


by* 


regarding* 


with* 


athwart 


concerning* 


respecting* 


within* 


atween 


down* 


round* 


without* 



Where these words close a Section, they are not divisors ; as, 
[John was spoken to.] [The books were called for,'] 

The words which have the *, are not divisors in all in- 
stances. 



ETYMOLOGY. 



53 



SECTIONIZING RULES. 
RULE I. 

Every simple, sentensic assemblage of words, 
whether plenary, or implenary, constitutes a distinct 
section ; as, [A certain man planted a vineyard,] 
(and , set a hedge,) (and , digged a place,) 
(and , built a tower,) (and , let it out,) (and , 
went.) 



RULE II. 

Every divisor gives a distinct section ; as, " John 
1 1 i 
is as tall {as his brother.") as. 



Jane went to school, to. 



to. 



Henry went from his teacher to his book. from, 



He wrote by moonlight with a pencil, by, with. 
I was at school on Saturday, at, on. 



RULE III. 



Every trunk word to which no branch word can 
be conjected, constitutes an entire section ; as, 



Ah, ay 

aha 

alas 

all hail 

alack 

avaunt 

begone 

behold* 

eh 

fie 

fob 



hark* 

ha 

ha ha ha 

ha hah 

hail* 

hey 

heigh 

heigh ho 

heyday 

ho 

holla 



hurrah 

huzza 

hist 

hush* 

io 

lo 

look* 

mum 

O 

off* 

oh 



pish 

poh 

pshaw 

pugh 

soho 

see* 

strange* 

tush* 

what* 

welcome* 

well-a-day. 



54 ETYMOLOGY. 



RULE IV. 



Every address, whether of one, or more words v 
designed to call the attention of the person ad- 
dressed, to the speaker himself, constitutes a distinct 
section ; as, (John,) come here, (my good child.) 

rule v. 

Where BE is used, and identity is the leading 
idea, the predicate part of the sentence constitutes 
a distinct section ; as, [I am] (he.) [It is] (they.) 
[He is not] (the same person.) [This is not] (the 
man.) [It is] (I.) [We are] (they.) [They are] 
(bad boys.) [This is] (the pupil) (whom you 
taught.) 

That this rule is applicable to negative instances, will be 
clear to all who reflect aright upon the subject. When it is 
said that John is not the man, not is used to deny the identity 
which is the leading idea in the proposition. That identity is 
in the mind, is obvious from the consideration that it cannot be 
denied unless it exists in thought. 

BE comprehends am, art, is, are, was, wast, 
were, been, and being. [He being'] (a good man,) 
(we loved him.) 

The following fall under this rule : 

1. [It is] (they.) [Is it] (they ?) 

2. [Henry was] (a learned man.) 

3. [Clarke must have been] (a learned Divine.) 

4. [God is] (Love.) 

5. [Was it] (I?) [Is \t] (he?) 

6. [I (who am) (Paul) wrote this letter.] 

To the sections which are given by the sentensic Diction 
Divisors, Rule I., is applicable. Rule I. is applicable to these sec- 
tions, because they all sentensic diction. Still, the pupil should 
apply Rule II. to all these cases. He should do so, because it 
is important to make him familiar with the sectionizing power 
of the words which give new sections. 



ETYMOLOGY. 55 



] 


L SPECIMEN OP SECTIONIZING. 




Men work in fields. 


A section, 


1. [men work,'] 
Rule I. 


2. (in fields), 

A section. Rule II. 

2. (Master) [I have brought (unto thee) my son] 
(which hath a dumb spirit.) 


A section. 


1. (Master,) 
Rule IV. 


2 
A section. 


!. [have brought my son,] 
Rule I. 


A section. 


3. (unto thee,) 
Rule II. 


4. 

A section. 


(which hath a dumb spirit,) 
Rule I. 


3. r , i 
A section. 


] (Alas) (master) (for it was borrowed.) 
1. [I say,] (understood.) 
Rule I. 


A section. 


(Jilas,) 
Rule III. 


A section. 


3. (Master,) 
Rule IV. 




4. (for it was borrowed,) 


A section. 


Rule II and I. 




DIRECTIONS. 



In Sectionizing the following prepared Sentences, 
proceed exactly according to the preceding speci- 
men. 



56 ETYMOLOGY. 

The learner should find his section by means of 
the figures over its word, or words. 

Every word which belongs to one section, has 
the same figure. 

12 3 2 11 

He that receiveth you, receiveth me. 

i i i 

He receiveth me, is one section ; hence each word 
has the same figure. 

11 i 

1. He receiveth me, 

A section. Rule I. 

2 2 2 

2. that receiveth you, 
A section. Rule I. 

1 122 333 4 4 4 

2. Speak , of him (as , , , ) (of other men.) 
i i 
1. Speak thou, 

A section. Rule I. 

2 2 

2. of him, 
A section. Rule II. 

PREPARED EXERCISES IN SECTIONIZING. 
Ill 222 

1. Charles saw hats which he wanted. (2 sec.) 

Ill 1 222 

2. John saw the teacher who taught mo. (2 sec.) 

12 2 2 2 111 

3. " He that findeth his life shall lose it." (2 sec.) 

12 2 2 11 

4. " He that receiveth you, receiveth me." (2 sec.) 

1 112 2 3 3 3 

5. That book is the one which I read. (3 sec.) 

11 2 2 2 111 

6. " The book which you see, is far off." (2 sec.) 

1 1111112 2 

7. How often does one feel the pangs of sin. (2 sec.) 



ETYMOLOGY. 57 

I 1 2 2 2 2 2 13 3 

8. That thing which that man has said, is that thing 

4 4 4 4 4 4 

which that man should not repeat. 

II 2 2 2 ill 

9. The ones which you have, will please me. 

1 1 1 1 2 2 11 

10. " Then shall the kingdom of heaven, be likened 

3 3 3 4 4 4 4 

unto ten virgins which took their lamps." 

1 1 1 2 2 2 2 3 

11. "On the margin of the Connecticut river which 

33444 55 5 5 5 

runs near to the college, stood many majestic forest trees 

6 6 6 7 7 7 7 

which were nourished by a rich soil." 

1 2 2 2 1113 3 3 

12. " When the bell rings, look , out for the cars." 

1112 2 2 13 3 3 

13. " Look ye out for the cars when the bell rings." 

11 ill li 

14. " Those, beautiful, young, fine, green, straight trees 

122 2 3 334444 4 

grew in that field which you see on the left hand side." 

Ill 23 3 3 2 

15. " An aged beggar who with trembling knees, stood 

44455 5 6 677 7 78 

at the gate of a portico from which he had been thrust by 

8 8 8 9 99111 

the insolent domestic who guarded it, struck the prisoner's 

l 
attention." 

11 1 2 2 3 3 3 4 

16. "A certain emperor of China, on his accession to 

4 4 5 5 5 111 1 

the throne of his ancestors, commanded a general release 

666677 7 8 8 99 

of all those , who were confined in prison for debt." 

111114 2 2 2 

17. " Sweet was the sound when oft, at evening's close, 

3 3 3 4 4 4 4 

Up yonder hill the village murmur rose." 



58 ETYMOLOGY. 

1 12 2 3 3 1 11 1 

18. " The relation of sleep to night appears to have been 
1 14 4 4 4 

expressly intended by our benevolent Creator." 

1 1 122 2 3 3 344 4 

19. An old clock that had stood for fifty years in a farm- 

4 5 55666 77 7 

er's kitchen without the giving to its owner, of any cause 

8 8 19 9 9 9 1 10 

of complaint, early on one summer's morning, before the 

10 10 10 1 1 

family was stirring, suddenly stopped. 

112 2 2 11 1 

20. " The value of Christian faith may be estimated 

3 3 3 4 4 4 

from the consolations which it affords. 

1 1 1 1 2 2 2 3 3 

21. " Who would look back upon the history of the 

3 4445 5 16 6 6 

world with the eye of incredulity, after he having once 

6 6 7 7 7 8 8 • 

read it with the eye of faith ? " 

Now sectionize the same sentences without the aid of 
figures 

1. Charles saw hats, which he wanted. 

2. John saw the teacher who taught me. 

3. " He that findeth his life shall lose it." 

4. " He that receive th you, receive th me." 

5. That book is the one which I read. 

6. The book which you see, is far off, 

7. How often does one feel the pangs of sin. 

8. That thing which that man has said, is that thing 
which that man should not repeat. 

9. The ones which you have, will please me. 

10. " Then shall the kingdom of heaven be likened 
unto ten virgins which took their lamps." 

11. "On the margin of the Connecticut river, which 
runs near to the college, stood many majestic forest trees 
which were nourished by a rich soil." 



ETYMOLOGY. 59 

12. " When the bell rings, look , out for the cars." 

13. " Look ye out for the cars when the bell rings." 

14. " Those beautiful, young, fine, green, straight trees 
grew in that field which you see on the left hand side." 

15. "An aged beggar who with trembling knees, stood 
at the gate of a portico from which he had been thrust by 
the insolent domestic who guarded it, struck the prisoner's 
attention." 

16. "A certain emperor of China, on his accession to 
the throne of his ancestors, commanded a general release 
of all those , who were confined in prison for debt." 

17. " Sweet was the sound when oft, at evening's close, 

Up yonder hill the village murmur rose." 
IS. " The relation of sleep to night appears to have 
oeen expressly intended by our benevolent Creator." 

19. An old clock that had stood for fifty years in a 
farmer's kitchen without the giving to its owner, of any 
cause of complaint, early on one summer's morning, before 
the family was stirring, suddenly stopped. 

20. " The value of Christian faith may be estimated 
from the consolations which it affords. 

21. " Who would look back upon the history of the 
world with the eye of incredulity, after he having once 
read it with the eye of faith ? " 



60 ETYMOLOGY. 

LESSON I. 

HALF SECTION. 

Ji Half Section, 

Is that assemblage of words, from which to ex- 
cludes a trunk word, which {exclusion) renders 
the assemblage incomplete in its framework, or con- 
struction; as, 

1. To see the sun. 3. To laugh heartily. 

2. To walk. 4. To be punished. 

To complete the framework of each of the above instances, it 
is necessary to mention him who sees the sun, him who walks, 
and him who laughs, in the same assemblage in which these 
several acts are named. This, however, cannot be done ; the 
name of the agent cannot be put into the assemblage while to 
retains its place. We cannot say, to John laugh heartily. If we 
mention him who laughs, his name must be placed in another 
assemblage of words ; as, [John was heard] (to laugh heartily.) 

To is against the introduction of the agent's name. This 
may be seen from the omission of to: John laughs heartily. 
To is not only against the introduction of the agent's name; 
but to is also against a command, and a petition. This may be 
seen from omitting to in the instances which follow : 

1. To see the sun. See the sun. 

2. To walk. Walk. 

3. To laugh heartily. Laugh heartily. 

4. To forgive our sins. Forgive our sins. 

To, then, is employed to prevent a command, and a petition, 
where verbs are used without any wish to command, or petition. 
In short, to is anti imperative, and anti petitionative, 

The first word in the half section, is to, the branch, word 
which is against a command, against a petition, and against the 
mention of the agent's name in the assemblage of words in 
which his action is named. 

RULE. 

Where unto cannot be substituted for to, the assemblage of 
which to is the first word, is a half section ; as, to see the sun, 
John went to the city to see his friends, James is to be here 
soon. Now, as unto cannot be substituted for to, except in the 
section, to the city, it follows that the other assemblages of 
which to is the first word, are half sections. 



ETYMOLOGY. 61 

Select all the Half Sections from the following 
Exercises : 

1. They intended to write two letters last week. 

2. We desired to find him at home. 

3. They intend to return soon. 

4. We hope to see all the family happy. 

5. He ought to return to see his friends. 

i i i 

6. I am to go to Boston soon to buy goods. 

THE COMPOUND SECTION. 

The half section is a mere part of the combination of words, 
which forms, even without the half section, a complete sectional 
framework. This complete sectional framework, is styled the 
whole part of the section that is made up of this whole part, and 
the half section united. And the combination, constituted by these 
two parts, the whole part, and the half section, is styled the com- 
pound section ; as, [the boys were told (to get the horse,)] 

While this entire combination of words, is called the Compound 
section, the boys were told, is styled the whole part of this section, 
and to get the horse, is denominated the half section of it. 

Now, the theme whose name is kept out of the half section by 
the use of to, is mentioned in the whole part of the compound 
section — hence this theme is called the foreign theme of the half 
section. And, if a theme is mentioned in the half section itself, it 
is called the domestic theme of the half section. 

There is one branch word in every half section, which makes 
sense with the name of the foreign theme of the half section ; as, 
the boys were told (to get the horse).] 

Here the branch word, get, makes sense with boys, the name 
of the foreign theme of the half section. 

Where the half section has a domestic theme, the same branch 
word which makes sense with the name of its foreign theme, 
makes sense with its domestic theme too ; as, [The boys were told 
(to get the horse.)] 

Get is a word ot the branch order disjuxta position, first rank, 
plus adaption, making sense with boys, and horse (with boys as the 
name of the foreign, and with horse as the name of the domestic 
theme) of the half section. 

In many cases where two half sections seem to come together, on 
expression of all the implied words may show that they do not ; as, 
The boys were told (to get the horse)'] (to go) to town. 

By rendering this expression plenary, it will be clear that go 
Joes not make sense with any word in the compound sentensic 
section, but with us understood in the compound insentensic sec- 
tion ; as, [The boys were told (to get the horse)] (for us to go) to 
town. 

(For us to go) is a compound insentensic section, made up of 
the whole part, for us, and the half section, to go. 
6 



62 ETYMOLOGY. 

REMARKS. 



2. In saying that a branch section is of the first rank, the 
pupil intimates that it is adapted to the trunk section. 

3. In saying that a section is of the third rank, the pupil inti- 
mates that it makes sense, not with a branch section of the first, 
but with one of the second, 

4. In saying that a branch section is of the plus adaption, the 
learner intimates that it makes sense with more than one super. 

Hence it follows that the giving of the sense reading, is an 
argumentative process, designed to establish the given rank, and 
adaption of the branch section under consideration. 

5. In giving the diction of the section, the pupil shows what 
the section is in respect to itself— but by giving the adaption of 
the branch section he shows what it is in respect to another 
section. 



8. If, rarely, if ever, comes into the trunk. 
EXERCISES. 

To be analyzed according to the Specimen under 
p. 55. 

1. If a man abide not # 

2. in me 

3. he is cast forth 

4. as branches , , , 

5. and , is withered : 

6. and men gather them, 

7. and , cast them 

8. into the fire ; 

9. and they are burned. 

* The trunk — A man is cast forth. For he, put a man / and, 
for a man, put he. 



ETYMOLOGY. 63 

i. If ye keep my commandments, 

2. ye shall abide 

3. in my love ; 

4. even as I have kept my Father's commandments, 

1. If the world hate you, 

2. ye know that 

3. it hated me before 

4. it hated you. 

1. Remember , the word 

2. that I said 

3. unto you, 

4. the servant is not greater 

5. than his lord , . 

1. If they have persecuted me, 

2. they will also persecute you. 

1. If they have kept my saying, 

2. they will keep yours , also. 

1. But all these things will they do 

2. unto you 

3. for my name's sake, 

4. because they know not him 

5. that sent me. 

1. If I had not come, 

2. and , , , , spoken 

3. unto them, 

4. they had not had sin ; 

5. but now they have no cloak 

6. for their sin. 

1. He hateth my Father also 

2. that hateth me. 

11111 2 2 11 3 9 

If I had not done among them the works which none 

3 33 44444 55 5 5 

other man did, they had not had sin ; but now have they 

6 55666 6 767 777 

both seen , and , , hated both me, and , , , 

7 7 

my Father. 



64 ETYMOLOGY. 

SPECIMEN OP SECTIONIZING. 

[Law (in its most general sense,) is] (a rule) (of 
action.) 

1. [Law is,"] 
A section. Rule I. 

2. (in its most general sense,) 
A section. Rule II. 

3. a rule, 
A section. Rule V. 

4. of action, 
A section. Rule II. 

DIRECTIONS. 

Each sentence in the following exercises, is divided into 
sections by the help of [ ], and ( ). But should the pupil be 
unable to sectionize by the aid of these characters, he must 
depend upon his Rules, which he should apply in every in- 
stance after saying, " A section. 1 * 

The pupil should be required to supply the words which are 
understood. The implied words are indicated by commas in 
vacant places ; as, [He gave ( , me) an apple.'] To me. 



EXERCISES IN SECTIONIZING 
1. 

2. 

3. 
4. 
5. 

6. 

7. 
8. 
9. [The boy is worthy] (of praise.) 

10. [He is destitute] (of money.) 

11. [The power (of speech) is] (a faculty) ( 
peculiar) (to man ;) (and , was bestowed) (on 
him) (by his beneficent Creator) (for the greatest 

> ;) (and , , , ) ( , , 
most excellent uses,) (but (alas) how often do we 
pervert it) (to the worst , ) (of purposes.) 



They have half] (of a dollar.) 
The city (of Hudson) is not large.] 

j have said that] (he will come.) 
He was refused] ( , admittance.) 

"A profile (of my friend,) is here.] 
The room is full] (of smoke.) 
The beauty (of that tree) is not great.j 
He is void] (of sense.) 



ETYMOLOGY. 65 

12. [Command thou that] (these stones , 
be made) ( , bread.) 

13. [For /will send all my plagues'] (upon thine 
head) ( , that) (they may know that) (there is 
none) ( , , like) ( , me) (in the land.) 

14. [And it came (to pass)] (in those days) 
( , , ) (that) (there went out a decree) ( , 

, ) (that) (all the world should be taxed.) 

15. [// is so] (with me) ( , , , ) (that) (1 
cannot attend.) 

16. [" And it was revealed] (unto him) (he should 
not see death before) (he had seen the Lord's 
Christ.") 

17. ["Now it came (to pass)] (on a certain day) 
( , , ) (that) (he entered) (into a ship.") 

18. ["/did it so well] ( , , , ) (that) 
(he gave ( , me) much praise.) 

19. ( , Much) (as man desires) [a little 
will answer.] 

20 [// was nearly (at the moment) ( , , , ) 
( , , ) (that) (Augustus Caesar had (for a third 
time) since (the foundation (of the city) , , , ) 
shut the temple) (of Janus) (in token) (of the preva- 
lence) (of universal peace) ( , , ) (that) (the 
Saviour (of the world) was born.) 

21. (0,) [ , , that] (I had the wings) (of 
the dove) ( , that) (I could soar) (above this) 
earth) (of wo.) 

[He boasts] ( , that) (he is) (a friend) (to 
America.) 

i i i a i 11 

[I shall go] (for all , , ) ( , , , 

) )( \ you/') 

[He was asked] ( , a question.) 

[The hat cost] (,,,)( , five 

dollars.) 

[The hat is] ( , , worth) ( , a 

dollar.) 



66 ETYMOLOGY. 

Let the pupil supply every noeton* as he reads his 
section. 

1. [The power (of speech) is] (a faculty) ( , , 
peculiar) (to man ;) (and , was bestowed) (on him) 
(by his beneficent Creator) (for the greatest , ;) 
(and , , | ) ( , , most excel- 
lent uses ;) (but (alas !) how often do we pervert it) 
(to the worst , ) (of purposes!) 

2. [The rapid extension (of the Christian religion,) 
(through the principal nations) (of the world.) maybe 
considered] (as a direct proof) (of the reality) (of the 
miracles) (of our Saviour ;) (and , , , , 

) ( i , , | ) (of the miraculous powers) 
(with which) (the apostles ( , themselves* 
were endowed.) 

3. [The most powerful motives call] (on us) (for 
those efforts) (which our common country demands) 
(of all her children.) 

4. [The eyes (of a fool) are] (in the ends) (of the 
earth.) 

5. (In the beginning) [was the word;] (and the 
word was) (with God :) (and the word was) (God.)] 

6. [A certain man planted a vineyard,] (and , 
set a hedge) (about it,) (and , digged a place) 
(for the wine vat.) (and , built a tower,) (and 

, let it out) (to husbandmen,) (and , 
went) (into a far country.) 

7. [Nature has so exquisitely modelled the hnman 
features] ( , , , ) (that) (they are capa- 
ble) (of the expression) (of the most secret emotions) 
(of the soul,) 

• A AVettm is the word which is understood; as, Thou, in Go 5 to school 



ETYMOLOGY. 67 

8 [Now, when (he had ended all his sayings) (in 
the audience) (of the people,) he entered] (into Ca- 
pernaum.) 

9. [And a certain centurion's servant (who was 
dear) (unto him,) was sick,] (and , , ready 
to die.) 

10. ( Verily, verily, [I say] (unto you) [he (that en- 
tereth not) (by the door,) (into the sheepfold,) (but 

, climbeth up) ( , some other way,^ 
( , , ) (the same , ) is) (a thief,) 

(and , , ) (a robber.) 

11. {Give , ( , |rae) such , j 
(as I purchased ;) (and , , as much , ) (as 
I purchased ;) (and I shall be satisfied.) 

12. [Do , the work] (in such a manner) (as 
will please him ;) (and he will give ( , you) 
as many dollars) (as will pay you well) (for your 
trouble.) 

13. [Such , (as I have,) I will give] (unto 
thee.) 

[No such thing was ever declared] (as he seems to 
recollect.) 

14. ( , Much) (as man desires) [a little will 
answer.] 

[As (Jesus passed by,) he saw a man] (that was 
blind) (from his birth.) 

15. [As long (as I am) (in the world,) I am] (the 
light) (of the world.) 

16. [He was good](as well as , , rich.) 

17. [They came] (as pupils) (to my school.) 

18. [I must not use another's book when] (I have 
one) (of my own.)* 

* " Own," is here made a noun by application. 



68 ETY3I"L0Gi\ 

DIRECTIONS. 

1. In the Exercises, (p. 90.) the sections of the 
trunk order, are within [ 1, ami the sections of the 
branch order, in ( ). 

2. The ranks of the sections of the branch order 
are expressed by figures : 1, 2, 3, 4, &c. 

o. The notations of the sections are distinguished 
in this way, viz., Where the section is of the plenary 
notation in the Testament, each word is in Roman 
characters ; but where the section is of the implenary 
notation in the Testament, the implied words are ex- 
pressed in these Exercises, in Italic letters. But 
where all the words of the section are in Italic char- 
acters, the notation of the section is plenery. 

NEW RULE. 

Every solo verb, and each verb series, if not in the 
half section, whether expressed, or implied, indicates 
a distinct section, as ; Each girl and boy was present. 
That is, each girl was present, and each boy was 
present. 

Here ivas, after girl, is a solo verb, understood. 



69 



AN EXPLANATION OF THE ABBREVIATIONS 
WHICH ARE USED IN CONSTRUING SECTIONS. 



S The capital S stands for — A section of the Trunk 

order. 
s The Roman s stands for — Sentensic affirmative 

diction. 
s The Italic s stands for — ft section of the Branch 

order. 
s The s with a dash over it. stands for — Sentensic 

s ub fir maiive diction . 
5 The s with a dash under it, stands for — Sentensic 

interrogative diction. 
s The s with a dot over it, stands for — Sentensic 

petitionative diction. 
s The s with two dots over k, stands for — Senten- 
sic Imperative diction, 
s The s which follows the m stands for — Sense 

reading. 
p The Roman p stands for — Plenary notation. 
p The Italic p stands for — Plus adaption. 
i The Roman i stands for — Implenary notation. 
i The Italic i stands for — Insentensic diction. 
u The Roman u stands for — Unbroken state, 
u The Italic u stands for — Uni adaption. 
b The Roman b stands for — Broken state. 
b The Italic b stands for — Binal position. 
j The Roman j stands for — Juxta position. 
<l The Roman d stands for — Bis juxta position. 
1, 2, Scc.y The numerals, 1, 2, &c, stand for — First, 

second, Sfc, rank. 
m The Roman m stands for — Making sense with its 
super section, or with its own part of tlie super 
section. 



70 QUESTIONS, 



QUESTIONS. 

1. For what does the capital S stand ? 

2. For what does the Roman s (small letter) stand 1 

3. For what does the Italic s stand ? 

4. For what does the i with a dash over it, stand 7 

5. For what does the « with a dash under it, stand? 
6.' For what does the s with a dot over it, stand ? 
7. For what does the s with two dots over it, 

stand ? 
9. For what does the s which follows the iu 
stand? 

9. For what does the Roman p stand ? 

10. For what does the Italic p stand ? 

11. For what does the Roman i stand ? 

12. For what does the Italic i stand ? 

13. For what does the Roman u stand ? 

14. For what does the Italic u stand ? 

15. For what does the Roman b stand ? 

16. For whnt does the Italic b stand ? 

17. For what does the Roman j stand I 

18. For what does the Roman d stand ? 

19. For what do the numerals, 1, 2, &c, stand. 

20. For what does the Roman m stand ? 

AN APPLICATION OF THE ABBREVIATIONS 
USED IN CONSTRUING SECTIONS. 

1 [Charies" saw bats] (which he wanted.) 

[Sspu] (»8p«jlams) 

2. [John saw the teacher] (who taught »e.} 
- V (tbat ( 'fi£dih"hS Ufe) shaFUose it.} 



[He (ifet »*«riv*rt> yoe^ reeelwlfc sat.j 



ETYMOLOGY. 71 



PREPARED EXERCISES IN SECTIONIZINQ. 

In these Exercises every word having the same figure, 
belongs to the same section. 

The following Exercises should be sectionized. That is, each sentence should 
fee divided into sections by the pupil. This may be done by the aid of the 
figure which is placed over each word of every section. 

1 112 2 2 

1. Charles saw hats which he wanted. 

11112 2 2 

2. John saw the teacher who taught me, 

12 222111 

8. He that findeth his life, shall lose fc. 

12 2 2 11 

4. He that receiveth you, receiveth me, 

11122 333 

5. That book is the one which I read. 

11 2 22111 

6. The book which you see, is far off. 

1 1 1111122 

7. How often does one feel the pangs of sin. 

1 1 2 2222133 

8. That thing which that man has said, is that thing 

4 4 4 4 4 4 
which that man should not repeat, 

112 2 2 111 

9. The one which you have, will please me* 

1 11 1 2211 

10. Then shall the kingdom of heaven, be likened 

3 3 3 4 4 4 4 

unto ten virgins which took their lamps. 

11122 2 28 

11. On the margin of the Connecticut river which 



72 ttrtiplMt* 

8 & 4 4 4 b b 5 & S 

runs near to the college, stood many majestic forest trM$ 

6 6 $ 7 7 7 7 

which were nourished by a rich soil. 

1 2 2 2 1 1 3 3 S 

12. When th« bell rings look f out for the cars 

1 1222 133 3 

13. Look , out for the cars when the bell rings 

1 1111 11 

14. Those beautiful, young, fine, green, straight, trees* 

1222 3 33444 44 
grew in that field whkb you see on the left hand side. 

11 12 3 3 3 2 

W. An aged beggar who with trembling knees stood 

44455 56 6 777 7 

at the gate of a portico from which he had been thrust 

888 8 9 9911 

by the insolent domestic? wba guarded it, struck the 

1 1 

prisoner's attention. 

1 1 1 2233 34 

16. A certain emperor of China on his accession to 

44555 1 111 

the throne of his ancestors, commanded a general release 

6 6 6 6 77 7 8899 
of all those persons who were confined in prison for cfebt* 

1 111 123 3 

17. Sweet was the sound when oft at evening'^ 

84442 2 2 2 

slose u» yonder hill the village murmur* rntfd 



OBSEBVATlOffS. 

Th£ first set of the following facts, is given io aid tnS 
learner in dividing a sentence into sections. But, unless he* 
studies them with great care, he will not be benefited by 
them. Teachers who use this book, should take pains to 
explain these facts to the learner ; for he Eevet Will under- 
stand English grammar unless he learns to apply these facts 
readily to the sectionizing of a sentence* An important 
ride is presented in each fact ; and, he that cannot com pre-* 
tend this, should give close attention to sectionizing, for it 
may be said with the utmost regard to truth, that he who 
can not sectionize a sentence readily, can not read it under* 
standingly. Sectionizing is the process of breaking a sen- 
tence into entire parts according to the true sense,- and exact 
construction of the language which constitutes it. And, as 
he who reads well, reads by the sense, and structure of the 
sentence, it follows that he who can not sectionize accurately, 
can not read well. If, then, teachers wish to enable their* 
pupils to read with propriety? they will not accomplish the 
object of their wish unless they enable them to sectionize' 
with readiness. Sectionizing is an important part of an 
English education ; and all who do not now understand it; 
should give undivided attention to it without delay* 

They who undertake to acquire elocution without a criti- 
cal knowledge of sectionizing, can not do justice to them-* 
selves. They who wish to understand English grammar* 
well, to read an English sentence accurately, and punctuate 
it correctly, can not realize their wish unless they have a 
critical knowledge of sectionizing •* 

I. FACTS IN RELATION TO THE DIVISION OP 
A SENTENCE INTO SECTIONS, 

FACT t. 

A sSCtIon is a trunk word, or a combination of trunk $ 
and branch words, giving an entire part of the complex 
thought, expressed in a sentence; a3, (Ah,) (John) [hasi 
ihou returned f] 

78 7 



74 IMPORTANT PACTS. 

FACT II. 

Every section lias one theme ; and, in general, no section 
has more than one theme ; as, iliey came nigh (to Jerusalem) 
(unto 'Bethphage) (at the Mount) (of Olives.') 

[Any thing, or being mentioned in a sentence, is a theme ; 
as, they, Jerusalem, Bethphage, Mount, Olives,'] 

FACT III. 

The theme mentioned in a section, is denoted "by the 
trunk word; as, [they came nigh] (to Jerusalem) (unto 
Bethphage) (at the mount) (of Olives.) 

J 1 ACT IV. 

In general, one can ascertain the number of sections in a 
sentence by counting the themes, mentioned in the entire 

1 2 3 

sentence ; as, (On the margin) (of the river) {which runs 

4 5 

near) (to the college,) [stood many majestic forest trees'] 

6 7 U 

[which were nourished) (by a rich soil.) 7 themes, hence 7 

sections. 

FACT V. 
Every repetition of the expression of the same theme by 
the use of the same, or a different word, is considered a dis- 
tinct theme ; as, stood many majestic forest trees] (which 
were nourished) which. 

FACT VI. 

Every section which has a branch word of the plus adap- 
tion, has two themes; as, Moses smote the rock. Moses, rock. 

FACT VII. 

Every section must have one trunk word; and this is 
generally expressed ; as, (In that day) [many persons will 
say.] Bay, persons, expressed. 

fact vni. 

In some sections, the trunk word is understood; as, In 
that day, many , will say.] Persons, understood. 



IMPORTANT FACTS 75 

FACT IX. 

Every sentensic combination of words, whether penary, 
or implenary, constitutes a distinct section ; as, [ Was it] I ? 
[I {who am) (Paul,) beseech you.] [There was a man] 
( ,* , sent) from God {whose name was) (John.) 

1. [Was it] 

2. [I beseech you] 

3. (Who am) 

4. [There was a man] 

5. (Who was sent) 

6. (Whose name was) 

Note. The pupil may be required to give the preceding fact 
in the following form : 

"] affirmative "] 
j subfirmative | 
Every j- interrogative \ Combination of words, whether 
| imperative \ plenary r , or implenary, consti- 
J peiitionative J tutes a distinct section. 
If the verbal combination is affirmative, he should give the fact 
as follows : 

Every affirmative combination of words, whether plenary, or im- 
plenary, constitutes a distinct section ; as, 
[/ beseech you.] 
(Who am.) 
[There was a man] (icho was sent) (whose name was.) 

FACT X. 

Every conjunction (every sentensic divisor) gives a new 
section ; as, 

1. [Paul, and Silas sang praises to God. 

Rendered plenary [Paul sang praises] to God, {and Silas 
sang praises) to God. 

2. [The man , , , Jj (and the woman bears the 
conjugal yoke.) And. 

8. John hath much smoke, {but , , little heat.) Bui. 
4. [John made his fire] (of hay) {hence he had much 
smoke) ; {but , , little heat,) hence, but 

FACT XI. 

Every preposition, (iusentensic divisor) giv^s a new sec- 
tion 3 as, 



76 IN SECTIONIZING. 

1. Paul sang praises (to God) to. (Whom [do you speak] 
to ?) (to whom) [do you speak ?] to. 

FACT XII. 

In general, where a trunk word which does not end a sec- 
tion, precedes an insentensic divisor, (a preposition,) the 
section to which the trunk word helongs, is sentensic, and 
broken, and the last part of it, which may be either expressed, 
or implied, follows the entire section given by the insen- 
tensic divisor ; as, [The whole movement (of the pupil) is 
clearly rational.] 

[Show by an explanation that you understand this fact.] 

FACT XIII. 

In general, where two, or three trunk words come together, 
and the first ends the super section, the other trunk word, 
or words belong to the sub ; as, [Charles saw hats'] (which 
he wanted.) 

[Give the three trunk words which come together.] 

FACTS XIY. 

In general, where two, or three trunk words come to- 
gether, and the first does not end a section, the first trunk 
word belongs to the super section, and the other, or others 
to the sub which breaks the super into two, or mors parts ; 
as, [He (that receiveth you) receiveth me.] [The ones 
(which you have) will please me.] . 

[Name the two, and the three trunk words which come 
together.] 

FACT XV. 

Where Be in any one of its several forms, is used in 
the sentensic section, the branehal as well as the 
branchless trunk word w T hich is employed in the insen- 
tensic section, to indicate who a person is, or who he 
is not, ivhat a thing is, or ivhat it is not, constitutes a 
distinct section ; as, [I am] (the same man,) (who] 
[art thou ?] [He is not] (the same person,) [I am" 
(he) ( What man) [is he ?] [It is] (I,) [It is not^ 
(she.) ( Who) [do people say that] (I am.) [Do peo- 
ple say] (who) [I am ?] 

[Give each section which illustrates this fact,] 



IMPORTANT FACTS 77 

FACT XVI. 

The name of the auditor with its branch words if it 
has any, constitutes a distinct section; as, (John,) come 
thou to me, [my good boy.) 

[Give the sections which illustrate this fact.] 

FACT XVII. 
Every trunk word with which no branch word can make 
sense, constitutes a distinct section; as, {ah,) (0,) (soAo.) 

[Why is ah a section ?] [Why is soho, a section ?] [Why 
is 0, a section ?] 

II. FACTS DESIGNED TO AID THE PUPIL IN 
SECTIONIZING SENTENCES IN WHICH THE 
PKEDICATE SECTION MAKES ONE THING 
INTO TWO, OR MORE. 

FACT XVIII. 

Where from the use of and, the predicate section makes 
one thing into two, or more, the sentence must be so changed 
that the predicate section will be of the uni numerdiction ; 
as, [I], (and he are good pupils.) 

Now, as I can not be two pupils, the sentence should be 
so changed that the predicate section will express but one ; 
as, [I , ] ( , , , ), (and he is) (a good pupil) That 
is, [I am~] {a good pupil ;) (and he is) (a good pupil.) 

In making the change in sentences of this description, 
the pupil should adapt the expressed verb to the last nomina- 
tive trunk word ; as, [He >](>>>)> (and / am) 
(a good pupil.) 

Perhaps the sentence will appear more simple without the 

], and commas ; as, 

He, and I am a good pupil. 

This is good sense, and correct English. But the, follow- 
ing is neither good sense, nor correct English. 

He, and I are good pujnls. 

[They who can see in what way he can be two, orjmore 
pupils, may adhere to Murray, and his followers.] 



78 IN SECTIONIZING. 

It is said, however, that he is made into two, or more by 
the taking of him with me ! ! Hence, say the old school 
grammarians, the expression should be, he, and I are pupils* 
This point is discussed in the author's Exegesis, and in 
his Class book of Criticism. 

III. FACTS DESIGNED TO AID THE PUPIL IN 
SECTIONIZING SENTENCES IN WHICH THERE 
IS A NUMERAL INCONGRUITY. 

FACT XIX. 

Where by the use of and, the predicate section makes too 
many of each subject, or theme, the sentence must be so 
changed that the predicate section will accord with the facts 
in the case ) as, one, and three are [four.) 

Here it is predicated of one that it is four ; nor is this all, 
for it is here predicated cf three that three are four ! Al- 
though u three are four" is English, it is not sense. But the 
proposition, " one are four" is neither good English, nor 
good sense. The following, however, is not only good Eng- 
lish, but good sense : 

One with three, is four. 

That is, one having thre? withed, joined, or tied to it, is 
four. 

Again, John, and his wife have six children. 

Here it is affirmed of John that he has six children ; and 
it is also here affirmed of his wife that she has six too. 
Hence the sentence gives the family twelve children ! But 
is this the intended sense of the maker of the proposition ? 
Perhaps not. I believe that the following will better 
express the intended number : John with his wife, has six 
children. That is, John when his wife is withed, or joined 
to him, as a possessor in common with him, has six children. 
But it may be said that this construction makes the wife a 
mere child. This, however, is not so. The following con- 
struction might make her one of the children. 

John has six children with his tvife. 

That is, if we take his wife to be one child, he has six 

John with his wife, has six children. 



IMPORTANT TACTS 79 

That is, with, or join his wife to him, as a possessor of 
the six children in common with John. The advantage of 
this construction, is that it makes the wife possess the same 
children whom it gives to John. Whereas the construction 
in which and is used, makes the wife the separate, and in- 
dependent owner of six children in addition, to the six who 
belong to John. 

1, John, and his wife have six children. 

2. John with his wife, has six children, 

In the first, it is represented that the wife has six chil 
•dren in addition to the six whom John has. Perhaps this 
will appear more clear by rendering each section plenary : 

John has six cJizMre?i ; and his wife has six children. 
This doctrine is discussed in the author's Exegesis, and 
in his Class Bcfok of Criticism. 

Again .* John, and his brother had a difficulty. 

That is, John had a difficulty with seme one ^ and his 
brother had a difficulty with some one ! 

But, says the objector, this is not the meaning of the 
above sentence. The meaning of the proceeding sentence, 
is this ; 

John had a difficulty with Ms brother. 

This may be the intention of the author of the preceding 
sentence. But it is not the idea which his language ex- 
presses. His language expresses the fact that John had a 
difficulty ; and that his brother had a difficulty. But the 
person with whom John had the difficulty, is not mentioned. 
Nor is he with whom his brother had a difficulty named. 
In the folio wing 5 the author's ideas, are property expressed, — 

[John had a difficulty] (with his brother.) 

IV. FACTS DESIGNED TO AID THE PUPIL IN SEC- 
TIONIZING SENTENCES IN WHICH THERE IS 
AN APPARENT, THOUGH NOT A REAL IN- 
CONGRUITY. 

FACT XX. 

In sentences in which the taking of one part of the pro- 
position, alone, produces an apparent incongruity, this in- 



80 IN SECTIOXIZIXG. 

congrnity must be removed by connecting all the sections 
of the 

1. [J ] arith his brother.] 

2. [Thei 1 , , ) 

{ , , ) (be: 

Now, say the old . : ocl sense, 

and correct English to f . end there 

was a difficulty sense, 

nor co . ; 4 E:;.b ] (and his 

brother went together.) 

John.) (as a difficulty) {between hi^ 

John brother. 

This 

[John went together] (to Boston) brother.) To- 

gether requires as many nee gives 

But replies the objector :wo in the 

both individuals 
should be named in the sther. To- 

Sa the plurality 
is given by thejoroJ lions. 

In the following there is an : incongruity. 

[All the men w : John.) 

In the trunk section, it is affirmed that every man went 
away— : behind. 

In the be false impression 

which is m; .;!. But the reader 

must vrai branch sec- 

e 
So in the folic "ing, 

TVe. then, as workers together with you. beseech you 
also, that y 3 receive 

Now, will the ;t the 

grace as one section, sub; u to the charge 

of injustice to Paul I Can theG : be charged with 

rj of solution because this one section when taken 
alone, makes Pao rinthians not to receive the 

grace of God ? This apparent injustice is entirely removed 
by the sens- reading of the section, b f* as, 



IMPORTANT FACTS 81 

[We, then, together beseech you not to receive the grace] 
{in vain.) 

So in the following, 

["I can do all things] (through Christ strengthening 
me.") 

Now, if Paul is to be judged of from the trunk section of 
his sentence, alone, he must be considered a very presump- 
tuous man. But, if the reader will wait till he shall have 
come to the branch section, he will find Paul not the qro- 
gant individual that the trunk section when taken alone, 
makes him, but a modest man. So in the following, the 
mind must wait till the apparent incongruity is removed 
by the information imparted by the sections which indeed 
are intended to remove the incongruity that one section, 
taken alone often produces. 

1. John, and his brother went together, 

2. There was a difficulty between John, and his brother. 
[There was a difficulty] (between John) and there was a 

difficulty) (between his brother.) 

In what way, inquires an old schoolGrammarian, can there 
be a difficulty between one person ? 

[There was a difficulty] (between John;) (and there was 
a difficulty) (between his brother.) 

This sectionizing of the sentence, say the old schooiGram- 
marians, makes two difficulties out of one ! But they are 
wrong — this sectionizing does nothing more than to speak 
of one difficulty twice. In the trunk section, I speak of 
this one difficulty in relation to John, and in the sentensic 
branch section I speak of this same difficulty in relation to 
his brother. And did not this one difficulty pertain to both 
individuals ? Where, then, is the impropriety of speaking 
of it in relation to both ? (Exegesis, and Class Book of 
Criticism. 

V. SECTIONIZE THE FOLLOWING SENTENCES 
ON PAPER, AND MARK EACH ELLIPSIS BY 
THE USE OF A COM3JA, AND CITE THE 
FACTS WHICH APPLY. 

1. John, and James can be good boys. [Four sections.) 

2. Six, and seven are thirteen*. [Three sections.) 

3. John, and his wife have seven sons. [Two sections.) 



82 IN SETTSE READING 

4. One, and three are four. ( Three sections. J 
5 There is a difficulty between John, and his son. {Four 
sections.) 

6. John, and I went to Boston together. ( Three sections.) 

7. Jane, and Sarah are good pupils. {Four sections.) 

8. The names of the men, are Johnson, and Nathans."^ 

9. John, and his brother went together. (Two sections.) 

10. [John, (as well as his brother,) went J (Two sections.) 

VI. FACTS IN RELATION TO THE SENSE READ- 
ING OE THE SUB-SECTION WITH ITS SUPER, 
OR SUPERS. 

FACT A. 

When a "branch word of time, plate, or verify, which be- 
longs to the super section, is placed before the subsection 
which breaks the super, in giving the sense reading, the- 
post part of the super should be placed before this branch 
word of time,place, or verity ; as, [When (John came in) he 
gave the apples] (to us.) Sense Reading: [He gave the 
apples vShen\ (John came in.) 

[Has this example a branch word of time, place, or 
verity T\ 

FACT B, 

When, in giving the sense reading, there is a multiplica- 
tion of persons, or things which the sense does not warrant, 
ihe nominative noun of the sub section must change places with 
the nominative pronoun of the super section; as, [John gave 
the apples when] (he came in.) Not, [He gave the apples 
when] (John came in.) 

Note. This Reading would make the pronoun, he, and 
the noun, John, mean different persons. 

FACT 0. 

In general, all the super action must be read before an j 
part of the sub; as, (In six days) [God made the world. J 
Sense Reading; [God made the worl$\ (in six days.) 

[Which is the super section of this sentence?} 

*[Six units (wiili seven units) are] (thirteen tmits.) 
f [The name (of one,) (of the men) is] (Johnson,) (and the 
name (of the other J is) (Nathans.) [Six sections J 



IMPORTANT FACTS 



FACT B. 



83 



Where the super section is necessarily broken by the sub, 
in giving the sense reading, the sub must be read in its 
printed place; as, [The eyes (of a fool) are roving every 
where.] Sense Heading : [The eyes {of a fool) are rov- 
ing every where.] Not [The eyes are roving every where] 
{of a fool!) 

FACT E. 

Where the super section is not necessarily broken by the 
sub, in givirjg the sense Reading, all the super should be 
read before the sub is introduced; as, [He (that receiveth 
you,) receiveth me.] Sense Heading: 

[He receiveth me] {that receiveth you.) 

1. [What is fact E?] 

2. [What is fact D?] 

FACT F. 

When the pupil shall have completed the reading of the 
super, he should say, the super ; as, 
He receiveth me, — the super. 

FACT G. 

After the pupil shall have read the sub, he should say, 
the sub ; as, 

That receiveth you, — the sub. 

FACT H. 

Where the super is necessarily read in parts, the pupil 
should be required to mention each part immediately after 
he shall have read it; as, 

[An aged beggar (who (with trembling knees) stood) (at 
the gate) (of a portico,) struck the prisoner's attention.] 

Sense Heading of icho stood, — 

[An aged beggar, the first part of the super, who stood, 
the sub — struck the prisoner's attention, the second part of 
the super. m 

Remark. — Within a few months I have taught several 
teachers, among whom I have found some who think it a 
drudgery to give the sense reading entire. Some have con* 



84 IN SENSE ftfttmfe 

tented themselves with simply saying, "Belonging ia its 
mjper section/' 

Others have condescended to conjeet the sub to a mere 
part of the super; as, [An aged beggar iiclio stood. 

Now, the result of this defective method in giving the 
tense reading, is that they who have pursued it, have not 
yet enabled themselves to give the sense reading of sections. 
The pupil, whether old or young, should give the sense 
reading entire, Nor is this all; for, in giving the sense 
reading, he should render each impknary section, plenary. 

FACT I. 

In giving the Sense Reading, the pupil should supply 
all the words which are understood ; as. In that day [many 
, will say] (to me.) Sense Reading of {to me.), — * 
[Many persons will say] [to me.-) 

FACT J. 

In giving the sense reading, the pupil should collect all 
the words which belong to the broken section, that may be 
scattered through the entire sentence ; as, 

[An old dock (that had stood) (for fifty years) (in a farm- 
er's kitchen) early (on one summers morning) before (the 
family was stirring) suddenly (without any obvious cause,) 
£topped.~\ Sense Reading of the family was stirring, — ■ 

[An old clock early before suddenly stopped] (the family 
was stirring.) 

But the words of the super section may be better ar- 
ranged, — ■ 

[An old clock early suddenly stopped before,] the super,— - 
(the family was stirring), — the sub. 

Till. FACTS IN RELATION TO THE SUPER OF 
THE BRANCH SECTION IN WHICH THE NAME 
OF THE ATTENTIONIST IS THE TRUNK WORD, 

:x k. 
The section to which the parethenie intends to call the 
attention of the aUentionist, is the true super of the section 
in which the name of the attentionist is the trunk word; as, 
[Many will say] (in that day) (to me.) (Lord,) (Lord,) haye 
ize not prophesied in thy name ? 



Sense Heading of Lord. 

(Have we not prophesied) tie super ^Lord, the sub. 

Note. — Lord has no sense relation with the trunk section, — [Many will 
Say] (Lord,-) is not the sense — it is not the intention of the translator to 
call the attention of the Lord to the fact in the trunk section, "but to the 
fact in the cordictive branch, — have we not prophesied— ^(h&Ye we not 
prophesied) (Lord.) 

IX. FACTS IN RELATION TO THE THEMES 01? 
THE HALF SECTION, 

FACT L, 

The foreign theme is a theme which is not mentioned in 
the half section, but in some part of the whole section to 
which the half section relates; as, I told John (to get the 
horse) (for Us) (to ride) (to town.) 

NoTE.^-The foreign thems is the theme which is mentioned out of the 
half section, yet it is one with which the 'principal branch word in the 
half section makes sense; [I told John] (to get the horse.)] 

In this case, John is the foreign theme with which get, the principal 
branch word in the half section, makes sense. Get is a branch word of the" 
first rank; disjuxta position, plus adaption making sense with John and 
horse, 

FACT M* 

Although the verb in the half section uniformly has a 
foreign theme, it does not alicays haye a domestic one; as; 
1 told John to get the horse (for us) to ride) (to town.) 

Note.-J? ideiU fiiQ halfseciioil, is a branch woi*d iii the disjuxta position^ 
first rank, iini adaption, making sense with us, the foreign theme, (for* 
vs) (to ride) is a compound gentensic section, made up of the half 
section to ride, &tA of the whole srm'ple section for us, [Fi&st Book 
pages, dO and 61*] 

fACfT H. 

When the half section is general in its application, the 
foreign theme is understood ; as, To be good is to be happy* 

Rendered plenary : (For a man to be good) is (foi* 
him to be happy.) 

Note. — Be is a Word of the branch order*, disju^ia position* first rank/ 
utii adaption, making sense with mart} understood in the first, and with 
him understood in the second compound section.- In this, and similar 
Constructions, the first compound section is in the nominative case to 
is, and the second is in the same case after is. In this view of tLs 
•Subject, the whole sentence is a section of the trunk order; and it Ifeay It 
presented as follows » 



88 IN RELATION TO SECTIONI2ING AND CONSTRUING. 

[(For a man) (to be) good is (for him) (to be) happy. J 

By the Rational system, this is disposed of, as follows: 

[For a man (to be) good is a nominative trunk word section, aiding the 

verb, is, to form the sentensic diction of the section.] 

Is, is a branch word of the verb denomination, aiding the nominative 

trunk word section (for a man) to be good,) to form the sentensic diction 

of the compound section, solo position, irregular passed tense form, pre* 

sent tense, uni adaption, making sense with the nominative trunk word 

section, (for a man to be good.) 

(For him (to be) happy) is an objective trunk word section synonymous 

in meaning though not in construction with the nominative trunk word 

section. 

X. FACTS IN RELATION TO SECTIONIZINGr, AND 
CONSTRUING. 

FACT 0. 

la construing, the trunk section must be taken first. 

FACT P. 

Iii merely secthnizing , each section must be taken in it* 
printed order. 

FACT Q. 

In construing j and in sectionizing too, all the words of a 
broken section, must be brought together before the sub, or 
subs which separate these words, are taken up; as, [Law (in 
its general sense) is] (a rule) (of action.) 

SectionizeD' — Law is, one section. 

PACT R. 

Where a trunk word or a sentensic divisor precedes an insentensic di- 
visor, the entire section given by the insentensic divisor must be jumped; 
as. [The book (of John Boston) is new.'] All things were made (by him £ 
{and (without him) wm not ang thing made) (that was made.) 



The entire series of sections, which breaks a super section, should 
be jumped ; as, 

1. [A certain Emperor (©/ China) (on his accession) (to the throne) 
{of his ancestors) commanded a general release.] 

JSectionized.-— [A certain emperor commanded a general release.] 

[An aged beggar (ivlio (with trembling knees) stood) (at the gate) 
(of a portico) (from which) {lie had been thrust) (by the insolent do- 
mestic) (who guarded it, struck the prisoner's attention.] 

Here by jumping the entire series of branch section^, the pupil 
uids that the two parts of the trunk section, are brought together. 



ETYMOLOGY. 87 

SPECIMEN OF CONSTRUING. 

[And the most powerful motives call] (on us) (for 
those efforts) (which our common country demands) 
(of all her children.) 

1. And the most powerful motives call, 

A section of the trunk order, sentensic affirmative dic- 
tion, plenary notation, unbroken state. 

2. on us , 

A section of the branch order, insentensic diction, ple- 
nary notation, unbroken stale, juxta position, first rank, 
uni adaption, making sense with its super section. 
Sense Reading : 
[And the most powerful motives call, the super] 
(on us, the sub) 

3. for those efforts, 
A section of the branch order, insentensic diction, ple- 
nary notation, unbroken state, disjuxla position, first 
rank, uni adaptation, making sense with its super section. 
Sense Reading: 
[And the most powerful motives call, the super] 
{for those efforts, the sub.) 

4. which our common country demands, 
A section of the branch order, sentensic affirmative dic- 
tion, plenary notation, unbroken state, juxtd. position, 
second rank, uni adaptation, making sense with its super 
section. 

Sense Reading: 
(For those efforts, the super) {which our common 
country demands, the sub.) 

5. Of all her children, 
A section of the branch order, insentensic diction, ple- 
nary notation, unbroken state, juxta position, third rank, 
uni adaptation, making sense with its super section. . 
Sense Reading: 
(Which our common country demands, the super) 
{of all her children, the sub.) 



88 EXERCISES IN 

[9 s p u] (n'pujlwms) (s s p n j 2 u m s) 

5. [That book is] (the one) (which I read.) 

[S s p b] (s s p u j 1 u m s) 

6. [The book (which you see ) is far off.] 

[S s p u] (n'pujlwm s) 

7. [How often does one feel the pangs] (of sin !) 

[S s p b] (sspujlMms) (s t p u j 1 u ni s) 

8. [That thing(which that man has said) is] (that thing) 

(*spuj2wmfi) 

(which that man should not repeat.) 

[S s p b] (s s p u j 1 u m s) 

9. [The ones ( which you have) will please me.] 

[S s p b] (st'pujlwms) 

10. [Then shall the kingdom (of heaven) be likened] 

(s i p u j 1 m m g) (npuj2«ms. 

(unto ten virgins) (w T ho took their lamps,) 

(stpudl«ms) (n'puj2«ms) 

11. (On the margin) (of the Connecticut river) (which 

(sspuj3ttms)(stpuj4ttms) [S s p uj 

runs near) (to the college,) [stood many majestic fo- 

(sspujlMms) (sipu j2ums) 

rest trees] (which were nourished) (by a rich soil.) 

[S'sib] (s s pujlu ms) (st'p ujlums) 

12. [When (the bell rings) look , out] (for the cars.) 

[8 sib] (sipujlums) (sspujlwms) 

13. Look , out (for the cars) when] (the bell rings.) 

[S s p b] (sspbjlwms)^ (si'puj2wms) 

14. [An aged beggar (who (with trembling knees) 

(«tpuj2«ms) (sip uj Sams) (n'pud3«ms) 

stood) (at the gate) (of a portico) (from which) 

(s s p u d 3 w m p) (sipuj4wms) 

(he had been thrust) (by the insolent domestic) 

(sspujSwms) 

(who guarded it),struck the prisoner's attention] 

[S s p u] 

15. [Those beautiful, young, fine, green, straight trees 

(sipujlwrns) (s a p u j 2 u m s) 

grew] (in that field) (which you see) (on 

(si p uj 3 Mm s) 

the left hand side.) 

[S s p b] (n'pujkms) (sipudltims) 

16. [A certain emperor (of China,) (on his accession) 

(s i p u j 2 u m a) (s t p u j 3 u m s) 

(to the throne) (of his ancestors,) commanded a 



CONSTRUING FORMS. 



89 



(s n u I 1 k m s) (« 3 p u j 2 m m s) 

general release] (of all those , ) (who were 

(sipujowms) (sipud3ams) 

confined) (in prison.) (for debt.) 

[3 s p u] (s i p u d 2 u m s) 

17. [Sweet was the sound when oft,] (at evening's 

(s i p u d 2 u m s) (s s p u d 1 U m s) 

close,) (up yonder hill) (the village murmur rose.) 

[S s p b] (s ip u j 1 m m s) (sip ujlwms) 

18. [The relation (of sleep) (to night) appears to 

(sipuj hms) 

have heen expressly intended] (by our benev- 
olent Creator.) 

[S a p b] (npujlwms) (n'pujSwms) 

19. [An old clock (that had stood) (for fifty years) 

(sipud2Mms) (n'pud2«ms.) 

(in a farmer's kitchen) (without the giving) 

(sipuj3wms) (s i p u j 3 u m s) (sipuj4ums) 

(to its owner,) (of any cause) (of complaint) 

(stpujlums) 

early (on one summer's morning,) before (the 

(sspujlwms) * 

family was stirring,) suddenly stopt.] 

[S s p b] (npujlwms) 

20. [The value (of the christian faith) may be esti- 

(n p u j 1 w m s) (sspuj2«ms) 

mated] (from the consolations) (which it affords.) 

[S s p b] (sipujlwms) 

21. [Who would look back (upon the history)(of the 

(8ipuj2wms) (si p r u d 1 « m s) (sipud2wms. 

world) (with the eye) (of incredulity,) after,] (he 

(sspujliiins) (sipuj2wms) (n'puj3ums) 

having once read it) (with the eye) (of faith?) 

(sspbdhjms) (sipuj 2wms) 

22. (If I had not done (among them) the works) 

(s s p u j 2 u m s) [S s p u] 

(which none other man did,) [they had not had 

(.s s p b p 1 u m s) 

sin ;] (but now have they both* seen , ) 

(ssibj 2«ms) (ssibj2ttms) 

and , j hated (both me, and , ' . , , my 

Father. 

* The Italic words form a section of themselves, as ; (both, and they have 
fated me.) 



90 



PREPARED EXERCISES 

IN CONSTRUING. 

Matthew chap, tii, 
[Sal mj (« s iuj 2 um () 

[Judse ye not others] [for that) (ye may be not 
judged.) 

[5 ? :• V (sipnjlums) (ispnj2ums) (jipnj3«m s) 

[For (with what judgment) (it is) (with which) (ye 

2i =' (sip uj S« in s.) 

judge others) ye shall be judged] (and (with what 

(*spud3«ms) (jsidiums. (sspudlums) 

measure) {it is) (which ye mete) it shall be measured 

(** pnj 2 u m s- 

(to you) again.) 

# [S s p n] (s spujlums) 

[And why beholdest thou the mote] (that is) (in 

(* ip u j turns] ($ s i u d 1 ■ m b) 

thy brother's eye) (but considerest thou not the beam) 

(« p ji j'i . ra s) 

(that is) (in thine own eye.) 

[Sspu] ■ ; 1 I ■ ? 

[Or how wilt thou say] (to thy brother) (Let thou 

i b I o d 1 ■ m s^ ■ i (ftpnj3um s) 

me to pull out the mote out) [of thine eye) (and (behold) 

(jt s p b I 2 v. m ■] (jipujSwms) 

a beam is) (in thine own eye.) 

(t i p u d 1 u m s) (s i p u j 1 u m i [Sain] 

Thou) (hypocrite) [first cast thou out the beam out] 

(n'pujlums) (sstdlums) 

of thine own eye; iand then shalt thou see the way 



CONSTRUING FORMS, 91 

(s i p U d 2 u m s) 

clearly to cast out the mote out) (of thy brother's eye.) 

f S s i u] (sgpujhtms) (n'pudlwms) 

[Give ye not that thing] (which is holy) (unto the 

(s s p u d 1 u m s) (n'puj5«niB) 

dogs,) (neither cast ye your pearls) (before swine) 

(S8iub2pms) (sip uj3 wins) 

(lest they should trample them) (^under their feet ;) 

(/siud2«ms) (si'puj3ttms) 

(and cast ye not your pearls) {before swine) (lest 

(ssiuiopms) (s s i u d 3 w m s) 

they should turn again ;) (and cast ye not your pearls) 

(n'pujiwms) (ssiuHjjms) 

(before swine,) (lest they should rend you.) 

[SsiuJ jsspujlMiss) (siiuj2ums) 

["Ask ye] (and it shall be given) (unto you;) 

(ss'iudl urns) (ssiuj 2wms) (ssiud2wms) 

(seek ye the way) (and ye shall find it ;) (knock ye) 

(n'puj3Mms) (sspud3pms) (sj,'puj4Mms) 

{at the door) (and it shall be opened) (unto you.) 

[S s i b] (sspujlttms) (n'puj2«ms) 

[For every one (that asketh) (for grace\ receiveth 

(ssibdlwms) (ssiuj2wms) 

it ;] (and he (that seeketh grace) findeth it ;) (and 

(sipud3wms)(sspuj4wms) (n'puj5«ms) (sspbj2wms) 

(to him) (that knocketh) (at the door) it shall be 
opened.) 

[S s p u] (sipujlwms.) (ss i u d 1 u ms) 

[Or what man is therel (of you) (w T ho (if his son 

(n'iuj2«ms) (sspbdlwms) (suuj2«ms) 

should ask) (for bread) will give (unto him) a stone 7 ) 

(s s i u j 1 u m s) (n'iuj2«m8) [S s p b] 

[Or (if he should ask) (for a fish) will he give 

(siiujl«ms) 

(unto him) a serpent ? ] 



92 CONSTRUING FORMS. 

SB 8 pi] (o s i u d 2 u m s) (s s p b j 1 u m s.) 

then {icho being evil) know how to give good 

(n'puj2«ms) 

gifts) (unto your children,) how much more shall 

iipujlums) (s i p n j 2 urn s) 

your Father (that is) (in heaven) give good things] 

(jipujl«mB)(sBpnj2uni?) (siiuj3wms) 

(to them) (that ask) \of him.) 

[Sspb] (s t i u j 2 u m s) (s s p i-d j 1 it m s) 

[Therefore all things (whatsoever things) {they are) 

(s s p u j 2 ■ m =) (s a p b d 3 p m s) (s i p u j 4 w m s) 

(which (ye would wish that) men should do) (to you) 

(*» p u j fum s) (S3iudlj7ms) (n'puj2ums) 

do ye even so] (to them) (for this practice is) (the law) 

(ssiuj 2pms) (npnjSums) 

(and it is) (the prophets.; 

~S = p if (itpujlsHiB] (s s p n b 1 p m s) 

[Enter ye in] (at the straight gate) (for wide is the 

(}spaj2ums) (jspnj3wms) 

gate) (and broad is the way) (that leadeth) (to 

(iipuj4HBu) (s s i u b 3 j> m s. (jspujiums) 

destruction) (and many persons there are) (who go in 

thereat ;) 

(ispu5 ipm s) (?spuj5«ms) 

(Because straight is the gate) (and narrow is the 

(* s puj 6u ms) (sip n j Tw ms) (s si u b bp m s) 

way) (which leadeth) (unto life) (and few persons 

(s s p n j 6 ■ m i 

there are) (that find it.) 

rSsiu] (ji'pujlKms) («i p nj '2u ms) (s i p u j 3 u m s) 

[Beware ye\(cf false prophets)(who come)(to you) 

(npnbd3«m9) (ssiud2jpms) 

(in sheep's clothing.) (but who inwardly are) 

(*»pnj 3 um s) 

(ravening wolves ;) 



EXERCISES, ETC. 93 

rS s p n] (n'pujlMms) 

[Ye shall know them] (by their fruits.) [Do 

[S s p u] (s i p u j 1 u nTs) (ssiuj2wms) 

men gather grapes] (of thorns) (or do they gather 

(s i p n j 2ums) 

figs) (of thistles?) 

[S s p u] ^ 

[Even so every good tree bringeth forth good fruit;] 

(s s p u j 1 u m s) 

(but a corrupt tree bringeth forth evil fruit.) 

[Sspu] 

[A good tree cannot bring forth evil fruit,] (neither 

(sspujlwms) 

can a corrupt tree bring forth good frnit.) 

[S s p b] (s s p u j 1 u m s) 

[Every tree (that bringeth not forth good fruit) is 

(ssiujlwms) (n'puj2«ms) 

hewn down,] (and it is cast) (into the fire.) 

[S s p b] (n'pujlwms) 

[Wherefore, (by their fruits) ye shall know 
them.] 

[S s p b] {sspujl«ms)(n , puj2«m s)(s i p u d 2 u m s) 

[Not every one (that saith) (unto me,) (Lord,) 

(s i p ii d 2 u m s) (n'pnjlMms) (jipuj2«ms) 

(Lord,) shall enter] (into the kingdom) (of heaven) 

(ssibjlttm-s) (sspuj2wms) (5ipuj3wms)(sspuj4wms) 

(but he (that doeth the will) (of my Father) (who is) 

(sipujowms) 

(in heaven) shall enter.) 

Ssiu] (n'pujlwms.) (s ipu j 1 u m s) 

[Many persons will say] (to me) (in that day,) 

(s i p u d 2 u m s)(s 2piid2wms) (sspudlitme) (siipuj2um8) 

(Lord,) (Lord,) (have we not prophesied) (in thy 

(s i p u j 3 u m s) (ssiuj2wms) 

name ?) (and (in thy name) have we not cast out 



94 EXERCISES IN 

(sipTij4wms) (s s i b d 3 ij m s) 

devils ?) (and (in thy name) have we not done many 
wonderful works ?) 

[S s i b] (n'pujlwms) 

[And then will I profess (unto them) that\ (I 

(sspujlwms) (s s i u j 2 u m s.) (s i p u j 2 u m s) (s i u d 3 u m s) 

never knew you :) (depart ye) (from me)( ye ) 

(8spuj4«ms) 

(that work iniquity.) 

[S s p b] (sspujltims) 

[Therefore (whosoever heareth these sayings) 

(s i i u j 2 u m s) (stiuj2«ms) 

(of mine sayings) (and whosoever doeth them) I will 

(n'puj lwms) (sspuj2wms) 

liken him] (unto a wise man) (who built his house) 

(s i p u j 3 u m s) 

(upon a rock :) 

(sspublpms) (sspuj2wms) 

(And the rain descended,) (and the floods came,) 

(sspuj3j>ms) (ssiuj42<ms) (sipuj5«ms) 

(and the winds blew,) (and they beat) (upon that 

(sspud5j9m8) (s s p u j 6 m m s) 

house,) (and it fell not,) (for it was built) 

(sipuj Turns) 

(upon a rock.) 

[S s p b] (sspujlwms) 

[And every one (that heareth these sayings) (of 

(n'iuj2«ms) (ssiud2Mms) 

mine sayings,) (and that doeth them not,) shall be 

(sipujlwms) (sspuj2wms) 

likened] (unto a foolish man) (who built his house) 

(s i p u j 3 u m s) 

(upon the sand.) 

(s s p u h 1 p m s) (5 s p u j 2 u m s) 

(And the rain descended,) and the floods came,) 



CONSTRUING FORMS. 



(ssp u j3 Mms) (5siuj4«ms) (sipuj5wms 

(and the winds blew,) (and they beat) (upon that 

(sspu&5_pms) (sspuj6«ms) (s i p u j 7 u m s) 

house;) (and it fell,) (and great was the fall) (of it.) 

[Sspu] (5 s p u j 1 w m s.) 

[And it came to pass,* when] (Jesus had ended all 

(sspudlwms) 

these sayings) (the people were astonished) (at 

(u'pnj2Mms) 

his doctrines ;) 

(sspu&2jpms) (ssiuj3«ms) 

(For he taught them) (as one teaches people,) 

(ssiuj4wms) (ssiud3wms) 

(who is having authority,) (and he taught them not) 

(ssiuj 4«ms) 

(as the Scribesf taught them.) 

Construing Book. 

The pupil should have a Blank Book, into which he 
should draw off the preceding Exercises. When these shall 
have been exhausted, the pupil should place in his Con- 
struing Book various kinds of Prose, and Verse, from 
different writers, which he should letter by the aid of the 
construing abbreviations. Having prepared his lesson in 
this way he should analyze it under the direction of his 
teacher who should be careful to require the learner to 
correct all the errors with red ink. 

In this way the pupil learns to spell, to write, to ana* 
lyze, and to punctuate at the same time. Besides, this 
method gives the solution a durability which enables the 
pupil to examine it months, and even years after its date. 

* Pass is a branch word of the verb denomination, suspending its sentensic* 
but exerting its tense power in marking present time, solo position, regular 
passed tense form, nominative class, making sense with it. 

f Scribes is masculin genediction, not we-o. 



96 exercises rs wmmmiMQ , 

WITHOUT THE AID OF THE LEIiri 
Matthew chap, vii. 

Judge ye not other s]( for that )( ye '/nay be not 
judged ) 

[ For ( with what judgment } ( it is ) ( tcith 

which ) ( ye judge others ) ye shall be judged] 

( and ( with what measure )(itis ) ( whicli 

U . 
ye mete ) it shall be measured ( to you ) again 

[ And why beholdest thou the mote]( that is )( in 
thy brothers eye )( but considerest tJwu not the beam ) 
( that is )( in thine own eye ) 

[ Or how wilt thou say]( to thy brother )( Let thou 
me to pull out the mote out )( of thine eye )( and 
( behold ) a beam is X m mme ovrn e 7 e - ) 

( Thou )( hypocrite )[ first cast tfum out the 
Deam out]( of thine own eye )( and then shalt thou 

see the way clearly to cast out the mote out )( of thy 
brother's eye ) 



SYSTEM OF PARSING FORMS. 97 

i Give ye not that thing]( which is holy )( unto 

the dogs , )( neither cast ye your pearls )( before 

swine )( lest they should trample them )( under 

their feet ; )( and cast ye not your pearls )( before 

swine, )( lest they should turn again ; )( and 

S . 
cast ye not your pearls )( before swine, )( lest they 

should rend you. ) 

Ask ye\( and it shall be given )( unto you; ) 

( seek ye the way )( and ye shall find it ; )( knock 

ye )( at the door )( and it shall be opened ) 

.nn 
( unto you ) 

[ For every one ( that asketh )( for grace ) 
receiveth it;]( and he ( that seeketh grace ) findeth 
it; )( and ( to him )( that knocketh )( at 
the door ) it shall be opened ) 

[ Or what man is there]( of you )( who ( if his 
son should ask )( for bread ) will give ( unto 

him ) a stone? ) 

[ Or ( if he shouldaak )( for a fish ) will he give 

uwte him ) a serpent?] 



98 SYSTEM Off PARSING FORMS. 

( If ye [ then ( who being evil ) know how to givs 
good gifts )( unto your children, ) how much more 
shall your Father ( that is )( in heaven ) give good 
things]( to them )( that ask )( of him. ) 

I Therefore all things ( whatsoever things )( they 
are ) ( which ( ye would wish that ) men should 
do ) ( to you ) do ye even so] ( to them ) ( for 
this practice is )( the law )( and zt is ) 

( the prophets. ) 

[ Enter ye in]( at the strait gate )( for wide is the 
gate )( and broad is the way )( that leadeth ) 

( to destruction )( and many persons there are ) 

( who go in thereat ; ) 

( Because strait is the gate )( and narrow is the 

way )( which leadeth )( unto life ->■ )( and few 
persons there are )( that find it. ) 

Beware ye\ of false prophets )( who come ) 
( to you )( in sheep's clothing, )( but who inwardly 
are )( ravening wolves; 



SYSTEM OF PARSING FORMS. 99 

Ye shall know them]( by their fruits. -4 )[ Do 
men gather grapes] ( of thorns )( or do they gather 
figs )( of thistles? ) 

[ Even so every good tree bringeth fortn good fruit ;] 
( but a corrupt tree bringeth forth evil fruit. ) 

[ A good tree can not bring forth evil fruit,] ( neither 
can a corrupt tree bring forth good fruit. ) 

[ Every tree ( that bringeth not forth good fruit ) 

is hewn down,]( and it is cast )( into the fire ) 

[ Wherefore, ( by their fruits ) ye shall know 

.tt 
hem.] 

[ Not every one ( that saith )( unto me, ) 

( Lord, )( Lord, ) shall enter]( into the 

kingdom )( of heaven )( but he ( that doeth the 

will )( of my Father )( who is )( in 

neaven ) shall enter ) 

Many persons will say]( to me )( in that 

day, )( Lord, )( Lord, )( have we not 

propnesied )( in thy name? )( and ( in thv 



100 SYSTEM OP PARSING FORMS. 

name ) have tve not cast out devils 1 )( and ( in 
thy name ) have we not done many wonderful works 1 ) 

[ And then will I profess ( unto them ) that~\( 1 
never knew you: )( depart^ )( from me ) 

(ye )( that work iniquity. ) 

[ Therefore ( whosoever heareth these sayings ) 
( of mine sayings )( and whosoever doeth them, ) 
I will liken him]( unto a wise man, )( who built his 
house )( upon a rock : ) 

( i And the rain descended, . . )( and the floods 

came, )( and the winds blew, )( and they beat ) 
( upon that house, )( and it fell not, )( for it 

was built )( upon a rock. ) 

[ And everyone ( that heareth these sayings ) ( of 
mine sayings, )( and that doeth them not, ) shall be 
likened]( unto a foolish man, )( who built his house ) 
( upon the sand, ) 

( And the rain descended, )( and the floods 

came, )( and the winds blew, )( and they beat ) 



SYSTEM OF PARSING FORMS. 101 

( upon that house, )( and it fell, )( and great 

was the fall )( of it. ) 

[ And it came to pass,* when]( Jesus had ended all 
these sayings, )( the people were astonished )( at 
his doctrines ; ) 

( For he taught them )( as one teaches people ) 

( who is having authority, )( and he taught them 
not ■ )( as the Scribesf taught them. ) 



* Pass is a branch word of the verb denomination, sus- 
pending its sentensic, but exerting its tense power in marking 
present time, solo position, regular passed tense form, nom- 
inative class, making sense with it. 



f z does not give the genediction of Scribes. Scribes is 
masculin genediction, not ne-o. 



Note . — As the numer 'diction , genediction, and the 
means of plussing nouns, and pronouns, are often so 
simple that the learner is able to decide without any 
aid, the notation letters are frequently withheld from 
the numer diction, genediction, and the means of plussing 
9* 



102 ETYMOLOGY. 

SUPPLEMENT. 

Subdivision of sentences into simple, and compound, 

I. A simple sentence is one which is composed of a simple 
section of the trunk order, as, 

1. [Solomon built the temple,'] 

2. [Closes smote the rock ] 

3. [Tlien sh-alt thou see the way clearly.'] 

II. A compound sentence is one which is made up of a 
compound section* of the trunk order, or of a simple sec- 
tion of the trunk order with one, or more sections of the 
branch order : as 

1. [Solomon built the temple] (of goad 'materials.) 

2. [Moses smote the rock] (icith his rod,) (which sent 
forth a stream) (of pure water.) 

3. [Tlien shalt thou see the way clearly to cast out the 
mote out.] 

II. Subdivision of sections into simple, and compound. 

1. A simple section is one with which no half section is 
incorporated : as, 

[Solomon built the temple.] 

[Moses smote the rock] (with his rod,) (which sent forth a 
stream) (of pure water.) 

II. A compound section is one which has a half section 
incorporated with it ; as, 

[John went to get his books.] 

[James saw the dog to bite the lad.] 

[What thing was] (it) (ivhich (ye went out) /or to see.) 

[What thing icas] (it) (ye went out) (for to see which.) 

Note. — Although sections in general, are composed of individual 
words, they are often made up in part of combinations of words, — it 
is not rare to meet with a section made up in part, of the nominative 
trunk word section; as, [Thou shalt late the Lord is] (the first part) 
(of the first commandment.) [Thou shalt lore the Lord.] 

2. [To what extent (the importation (of slaves) (into the United 
States) is now carried on,) is not accurately known.] [To what 
extent.] 

2S"or is it singular to find sections composed in part of 
the objective trunk word section ; as, 

* A compoun d section is one which is made up of a simple section, and 
a half section ; as, [I went] (to call him.) 



ETYMOLOGY. 



103 



[His disciples said who, then, can be saved.] 
[icho, then, can be saved.] 
[I said it is very cold.] 
[it is very cold.] 

It is common to meet with sections composed in part 
of the nominative trunk word half section : as, 
[To forgive our enemies is divine.] 
[To forgive our enemies.] 

Some sections are composed in part, of the objective 
trunk word half section ; as, 

1. What went ye out (for to see) [for to see.] 

2. [John has to pay the note now] [to pay the note now.] 

Note. — In the first the objective trunk word half section is im- 
plenary. 

[What thing was] [it) {which (ye went out for to see) 
[for to see which.] 

To see which is the objective super of for. 

So too sections sometimes occur that are made up in 
part of the objective trunk word phrase ; as, 

1. [John had his arm shot off] [his arm shot off.] 

2. [Washington had his horse shot down] [his horse shot 
down.] 

Note. — The pupil may depend upon the following- fact: The sen. 
tensic branch word in every half section must make sense with some 
foreign theme expressed, or understood ; as [to forgive our enemies 
is divine.] 

Here forgive makes sense with us understood. 

(For us) [to forgive our enemies is divine.] 

For us to forgive our enemies is a compound trunk word 
section. 

Questions. — 1. What is a simple section ? 2. What 
is a compound section ? 3. What is a section ? 4. What 
is a half section ! 5. What is a trunk word part ? Page 61. 



104 PUNCTUATION. 

LESSON I. 

PUNCTUATION. 



Punctuation is a part of Etymology, and re- 
spects the science of analyzing sections, and sen- 
tences by Punctuational signs, according to the 
construction which the writer intends to give to his 
language, and the sense which he wishes to express 
by it. 



NAMES. 


SIGNS. 


NAMES. 


SI6K8 


Hyphen 


- 


Brackets 


[] 


Comma 


9 


Index 


(P° 


Semicolon 


5 


Brace 


I 


Colon 


: 


Ellipsis 




Period 


• 


Acute accent 


/ 


Interrogation 


? 


Grave accent 


\ 


Exclamation 


; 


Breve 


U 


Dash 


— 


Diaeresis 


• • 


Parenthesis 





Asterisk 


• 


Caret 


A 


Obelisk 


t 


Paragraph 


1 


Double Dagger 


t 


Seclioji 


§ 


Parallel 


II 


Quotation 


a » 


Asterisks 


* 
# * 



These are the signs which are appended to written, and 
printed sentences; and the act of appending them is called 
punctuation. 

1. HYPHEN. {Hyphen, together.) 

1. The hyphen ( - ) is applied to indicate that the rest of the 
word commences the next line. 

2. The hyphen is often used to indicate the simple words of which 
a compound word is composed ; as, lea pot, sea-water. 

3. The hyphen is sometimes employed to indicate the distinct 
syllables of a word ; as, con-tem-pla-tion. 

2. COMMA. (Komma, a small part.) 
[There is little, or no similarity between the original meaning of 
the word comma, and the present use of this character in punctu- 
ation. 



105 

PUNCTUATION. 

The comma, ( , ) is a mark, employed for several different pur 
poses in punctuation. Hence, although the comma has the same 
form at all times, in all places, and in all its uses, it may be styled 
from its five different uses : 

I. Implenary kotation comma, 
II. Broken state comma, 

III. Supplemental comma, 

IV. Separation comma, and 
V. Pause comma. 

I. The Implenary notation comma is used to indicate the Imple- 
nary state of a section, and of a sentence ; as, John received three 
Dollars, and Stephen, six. 

Note. — As a sentence is composed of sections, where one, or more whole sec- 
tions are understood, the sentence is in the implenary state ; and. as a section is 
composed of words, where one, or more words of a section, are understood, 
the section, not ihe sentence, is in the implenary slate. The implenary comma 
is not much used, for writers in general do not know where the implenary 
state occurs. 

II. The BROKEN state comma is used to indicate where a sec- 
tion is interrupted by the intervention of one, or more words which 
do not belong to the section ; as, An aged beggar who, with trem- 
bling knees stood near, struck the prisoner 's attention. 

Notk. — The comma after who, indicates that the section, who stood, is in a 
broken state, divided : 

[An aged beggar (who with trembling knees, stood near,) struck 
the prisoner 's attention.] 

True, the interruption in the trunk section, begins immediately 
after the word, beggar. But, then, the use of the comma in this 
place, would cut the sub, who stood, entirely off from its true super. 
Besides, the use of the comma in this place would separate who from 
beggar, and as who relates to, and is used for beggar this separation 
would be quite unnatural, and unphilosophic. 

But why is there not a comma before stood ? the comma is 
withheld from this place, because its use would cut off the sub sec- 
tion, with trembling knees, from its true super. The Sentensic sec- 
tion, who stood, is the super of the Insentensic section, with trem- 
bling knees ; and as the comma after who, cuts this Insentensic sec- 
tion, with trembling knees, partly from its super section, the comma 
should not be used before stood. The not placing of the comma 
before stood, allows the insentensic section, with trembling knees, to 
adhere to its super section, who stood. 

III. The Supplemental comma is used to indicate that what is 
mentioned after it, is designed to supply a deficiency in the word, or 
words which come just before this comma ; as, The not placing of 
the comma before stood, allows the Insentensic section, with trem- 
bling knees, to adhere to its super section, who stood. I, Paul 
beseech you. Mr. Erskine said, I rise to second the motion of my 
honorable friend. 

Note. — There is a deficiency in the word, said, the insentensic section, 

and in the word /. And, while with trembling knees, is used to supply the 
deficiency in the words, the insentensic section, the word. Paul, is used to supply 
the deficiency, in the word, /. The deficiency in said, is its inability to express 
tc/iat Mr. Erskine said ; and this deficiency is supplied by the words which fol- 
low the comma after said. These words which express clearly what he said, 
are supplemental to said— hence the comma that introduces them, is properly 
called the supplemental comma, 



106 



ri/NCiUAiJuM. 



IV. The Separation comma is used to separate one word, or one 
section from another ; as, [The law (of nations) is] (that collection) 
(of principles,) (which regulates the intercourse) (among national 
communities.) 

Note.— Here the Comma after principles separates which from principles, and 
virtually carries the word which back to collection. Hence this comma is pro- 
perly denominated the separation comma. Wiihout the use of the comma after 
principles, the word, which, would relate to, and stand for, the word, princi- 
ples. But, as the comma serves to separate which from principles, the reader 
will naturally refer which to collection. 

1. Without the comma. — 

1. The law of nations is that collection of principles which regulate the inter- 
course between national communities. Here which is a pronoun, relating to, 
and used for, the noun, principles, to secure precision. 

2. With the comma, — 

2. The law of nations, is that collection of principles, which regulates the in- 
tercourse between national communities. Here which is a pronoun, cut off 
from principles by the use of the comma, and relates to, and is used for, the 
noun, collection, to procure a precision. , (See the Second Book of the Katio- 
hal System of English Grammar.) 

V. The Pause comma is used to indicate a pause in reading ; as, 
A writer on the subject of Grammar, can not avoid showing, in the 
very construction of his sentences, a qualification, or a want of a 
qualification to be useful to the world as an author. 

Note. — The comma before in may be called a Pause comma. In the follow- 
ing discussion of the comma, I do not mention the classification which I have 
already made of this character. Still in each part of the following dissertation 
an this mark, the comma is an Implenary notation comma, a Broken state com- 
ma, a Supplemental comma, a Separation comma, or a Pause comma. 

2. The comma often indicates that the next word, 
orsection, is not the intended super of this particular 
sub ; as, " This very, old man is your father." 

3. The comma is not unfrequently used to indicate 
an exchange of places between the sub, and the 
super; as, 

1. Last year, Johnson returned. 

2. In the beginning, was the Word. 

3. Brown, David— No. 90 South Fourth Street. 

4. The comma is often used to indicate a pause ; 
as, Henry went, but did not remain. 

Rule I. 
Every sub of the disjuxta position may have the 
comma; as, 

1. " The, good, old man was not, there. 99 

2. Henry began to work for me, on last Monday. 

Note. The is not appropriated to good — hence the comma after 
the, can do no harm. 

Good is not appropriated to old — hence the comma after good, 
can do no harm. No comma, however, can be placed after old ; 
for this would prevent that appropriation of old, to the word, man, 
which the writer intends to make. 

The super of was, is man — hence no comma can precede was. 



PUNCTUATION. 1 07 

" On last Monday" is a sub whose super is " Henry began." — 
The comma, then which stands before this tnsentensic section 
does not separate this section from its true super. And, as the 
comma does not separate it from its true super, it may be em- 
ployed without harm to either sense, or construction. 

Rule II. 

In general, no sub which has the juxta position, 
can have a comma ; as, 

1. " The, good, old man was not, there." 

2. ["The sun shines] (upon, every man) (who 
will receive, his rays) (from, the heavens) (which 
are) (above us.") 

Old) was, and not, stand next to their respective supers — 
hence these subs cannot have the comma. The following 
would not answer : 

The good old, man, was, not there. 

The, and shines stand next to their super — hence these subs 
can have no comma. The following is not good: The, sun, 
shines, 

upon, every man. 

Man is the super of upon, and of every. But, then, upon is 
in the disjuxta, and every in the juxta position. Hence, while 
a comma is perfectly harmless after upon, it would be hurtful 
after every : upon every man. 

[The sun shines] (upon every man.) 

For the same reason that there can be no comma after every, 
there can be none after the trunk section. The branch, upon 
every man, like the branch word, every, stands next to its super, 
and, like every, rejects the comma, and every other mark which 
would have a tendency to cut it off from the trunk section. 

Having shown where the comma may be put, and where it 
can not be put, it may now be well to show where it must be 
put. 

Rule III. 

Where a sub stands in juxtaposition with a word, 
or a section, with which it will make sense, but not 



103 PUNCTUATION. 

the sense which the writer wishes to express, the 
sub ?nust be cut off from the word, or section, by 
a comma; as, 

1. " I saw the very old man whom you saw." 

The appropriation of very to old, does not express the serine 
of the writer — hence the appropriation of this branch to old, 
must be prevented by the use of a comma. The writer wisnes 
to say that he saw this very man. 

2. John, Brown went to church. 

John is an insentensic branch section whose super is "Brown 
went" 

yhe word, John, stands in juxtaposition with Brown — and, 
was it not cut off from Brown, by the comma, it would be a 
branch word, and make sense with the word Brown ; as, John 
Brown went to church. 

But this would not be the sense which the writer wishes to 
express. The writer wishes, not to show what Brown went to 
church, but to make an address to John. 

3. He gave me a piece of an apple, which he 
found. 

"Which he found" will make sense with the section, of an 
apple, and also with the trunk, "He gave apiece" And, as my 
intention is, not to say that he found an apple, but, apiece, I cut 
off the branch, which he found, from the branch, of an apple. 
The true sense reading of the branch, which he found, is — [He 
gave a piece] {which he found.) 

But, without the comma, the sense reading would be — [of an 
applej (which he found.] 

What is the difference in sense between the two following 
sentences 1 

1. He gave me a piece of an apple which he 
found. 

2. He gave me a piece of an apple, which he 
found. 

4. [" He furnished the number] (of soldiers,) 
(which was necessary) (to the safety) (of the 
country.") 

The super of the sub, " which was necessary " is the trunk. 
The sense reading is : 



PUNCTUATION. 109 

[He furnished the number] {which was necessary.) 

Writers, in general, would use who were, where I have era- 
ployed which was. The word, number, however, is both singu- 
lar, and impersonal. The number who, is not English. Did who 
represent soldiers, " who were" would be correct. That number 
is not a plural word, may be seen by attempting to apply a 
plural branch word ;as, two number, six number, four number. 
Numbers is the plural of number. Three numbers. 

A number of persons, were present, is not English. A number 
were/ 

A number of persons was present. 

Rule IV. 

Wh^re the sense is so clear that the omission 
of the comma, can not render the writer's meaning 
doubtful, the comma may be employed, or it may 
be withheld; as, 

[Henry went] (with me) (to the ship) (on last 
Monday.) Or— 

Henry went with me, to the ship, on last Mon- 
day. 

"To the ship" can not make sense with " with me" The 
comma, then, is not absolutely necessary to carry this section 
to the trunk. 

" On last Monday" can not make sense with " to the ship." 
Hence the comma before on, is not necessary. 

" The sub must be cut off from this Section, by a 
comma" Or — 

" The sub must be cut off from this Section by a 
comma." 

The only section which can possibly be the super of the sub, 
by a comma, is the trunk. Still it is well enough to indicate by 
the comma, that this sub is not appropriated to the branch with 
which it stands in juxtaposition. 

Rule V. 

Where the sub interrupts its super, the place 
where the breach of continuity begins, as well as 
that where it terminates, should be indicated by a 
comma; as, 

01 



110 PUNCTUATION. 

[" But, as the money was not remitted, nothing 
was done."] 

[" Law, in its most confined sense, is a rule] of 
human action." 

" For I, through the law, am dead] to the law." 

[" For, of him, and through him, and to him, are 
all things."] 

In the following order, a comma after for would be improper: 

For all things are of him, and through him, and 
to him. 

The importance of this interpunction, depends much upon the 
length of the sub which interrupts, and upon the extent of the 
intertexture of branch with branch. 

Where the sub is quite short, no interpunction is neces- 
sary ; as, 

['• The boys of this school are all well taught."] 

[" The law of nations is that collection] of prin- 
ciples, which regulates the intercourse among 
national communities." 

["The mind of man can not grow] without 
food." 

But, where the intertexture of branch with branch, is some- 
what extended by the intervention of subs which gradually fall 
back from the trunk, in rank, interpunction is important ; as, 

[An aged beggar, who, with trembling knees, 
stood near, struck the prisoner's attention.] 

[An old clock, which, for fifty years, had stood 
in a farmer's kitchen, suddenly stopped.] 

Where the sub which interrupts its own super, is not broken 
by another sub, no interpunction is admissible ; as 

An old clock which had run for forty years, 
suddenly stopped. 

" For forty years" is a sub of the second rank, having "which 
had run 11 for its super. But, as this sub does not interrupt its 
super, no comma can be used. 



PUNCTUATION. 1 J 1 

Remark. 

Where the place of interruption is the natural 
point of constructive contact between the super, ana 
its sub, it should not be indicated by a comma ; as, 

" Who would look back upon the history of the 
world with the eye of incredulity, after having once 
read it with the eye of faith?" 

The word, after is a member of the trunk section. Who 
would look after. 

But it is thrown off from the trunk section by the interven- 
tion of a series of branches. The branches are, 

{upon the history) {of the world) (with the eye) (of incredulity.) 

The true place of constructive contact between the trunk and 
the branch, upon the history, is at " back upon? This will be 
rendered obvious from the sense reading : 

[Who would look back (upon the history) after] 
Not — Who would look back after upon the history. 

The exact idea is, not after upon, but back upon. The re- 
lation between back, and upon is too close, and natural, to ad- 
mit the slightest interruption. 

Remark I. 

Where a sub stands in juxtaposition with a 
word, or a section, with which it must make sense 
to express the writer's true idea, the sub must not 
be cut off from the word, or section by a comma ; 
as, 

1. " I saw a very old man." 

2. " John Brown went to church." 

3. " He gave me a piece of the apple which he 
found" 

1. 2. What is the difference in idea, between the two follow- 
ing sentences 1 

1. He gave me a piece of an apple, which he 
found" 



112 PUNCTUATION. 

2. He gave me a piece of an apple which he 
found" 

What is the difference between the two following sentences t 

1. He gave me a piece of an apple, which he 
found." 

2. He gave me a piece of the apple which he 
found" 

1. In the first, the section, which he found, may be appro- 
priated to the trunk by cutting it off from the section with 
which it stands in juxtaposition; as, 

[He gave (me) a piece] of an apple, which he found. 

2. In the second, the section, which he found, can not be cut 
off from the section with which it stands in juxtaposition. 

The word, the, in the section, of the apple, introduces the 
section, which he found, to particularize the apple to which the 
alludes. As the sub, which he found, is employed to point out 
the apple which the is unable to particularize, this section can 
not be severed from the section in which this apple is men 
tioned. 

4. I saw three of the men toho came. 

Remark II. 

Where individual words are thrown off from 
their section by the intervention of other sections, 
the place where the intervening section, or sections 
terminate, should be indicated by a comma ; as, 

" Who would look back upon the history of the 
world with the eye of incredulity, after having once 
read it with the eye of faith ?" 

[" This is most frequent when] (lands are de- 
vised (by will), (away) (from the heir) (at law.") 

The word, away, is appropriated to devised,' but it is placed 
after the section, by will, because away, and from have a con- 
structive affinity one for the other. 

Lands are devised away by will, from the heir at law, is not 
so good as, 

Lands are devised by will, away from the heir at law. 

The place of contact between the two branches, is at away 



PUNCTUATION. 113 

from. These are the contact words in the sections. To devise 
could not in trodu.ee/rom in any case. To devise is to bequeath 
by will. A parent does not bequeath from, but to: he does 
not devise from, but, to. The sense contact, then, between the 
two branches, is away from. 

Rule VI. 

Where the sub section may be considered as 
begun in che stipe?*, or the super, in the sub, the 
comma should generally be withheld from before 
the sentensic branch as, 

1. [John is taller'] {than his brother , .) 

The sentensic branch which is subjoined by than, is sug- 
gested by taller. And, as taller, is in the trunk, this sentensic 
branch, may be considered as begun in its super section. 

Taller, and than are the contact words — and, for the same 
reason that no comma can be put between away, and from, in 
the following sentence, none can be put between taller, and than, 
in the preceding one : 

"The land was taken away from him." 

Away, and from are the contact words ; and, as, when the two 
contact words of the sections, stand in juxtaposition, they should 
not be separated by a comma, no comma is admissible between 
taller, and than. 

2. John is as tall as his brother. 

The sub section is "as his brother is." The sub is a senten- 
sic branch ; and it is given by the divisor, as, which stands 
after tall. But the sentensic branch is suggested by the joint 
action of the words, as tall, in the super section. The senten- 
sic branch, then, which is given by as, is virtually begun in the 
super section. And. as it is commenced in the super section, 
it is not sufficiently distinct from the super to admit any mark 
which even appears to cut it off from this section, for one 
instant. 

3. [" I have heard that] (the Greeks have defeated 
the Turks.") 

The old school Grammarians punctuate this sentence as 
follows : 

I have heard, that the Greeks have defeated the 

Turks. 

10* 



114 PUNCTUATION. 

"That" is a pronoun, representing the section, "tht Greeks 
have defeated the Turks," 

This pronoun is the object of heard. I have heard what? I 
have heard that. 

It may be said, however, that, as the word, that is incapable of 
explaining itself, it is not a pronoun. If an inability in a word 
to explain itself, deprives the word of the pronoun character, the 
majority of the words in the family of pronouns, has not the 
pronoun character. For instance — 

And it came to pass. 

What came to pass ! Why, it? Well, but what kind of a 
thing is it? 

" I have heard that the Greeks defeated the 
Turks." 

The sub, "the Greeks defeated the Turks" is suggested in the 
super by the word, that. Hence no comma can follow that. 

4. "It is as probable, that John will return as it is 
that he will remain there." 

The common method of punctuating this sentence, is the fol- 
lowing: 

It is as probable, that, John will return, as it is, 
that he will remain there. 

W r hat is the function of these three commas 1 Is it to divide 
parts which are naturally connected 1 If this is not their func- 
tion, they are without a function, unless they serve to indicate 
a. pause. Why should the reader be told to rest at these three 
places ! Why not indicate the other places at which the 
reader should pause in reading this sentence 1 

It is, as probable, that John will return, as, it, is, 
that he will remain, there. 

No one can read this sentence well without pausing at the 
seven places indicated by the seven commas. Commas can 
not make a bad reader a good one — but they can make a good 
reader a bad one. He that can give the sectionizing of a sen 
tence with accuracy, can read it with propriety. But he, thai 
can not give the sectionizing of a sentence with accuracy can 
not read it with propriety. 



PUNCTUATION. 1 15 

Rule VII. 

When an implenary seniensic branch is employed 
to point out the person, or thing, mentioned in the 
super, the comma should precede the seniensic 
branch ; as, 

1. " I therefore, the prisoner of the Lord beseech 
you." 

[I therefore {who am a prisoner) (of the Lord,) beseech you.] 

2. Paul, an apostle of Jesus Christ, writes to the 

saints. 

[Paul {who is an apostle) (of Jesus Christ,) writes] (to the 
saints.) 

3. Henry has a letter, written. 
[Henry has a letter] {which is written.) 

4. * There was a man, sent from God, whose 
name was John." 

[There was a man] {who was sent) (from God) (whose name 
was John.) 

5. The word, corm> is made from kormos. 
[The word {which is corm) is made] (from kormos.) 

6. The man, John did not come. 
[The man {who is John) did not come.] 

Rule VIII. 

When a branch word is made to occupy an unna- 
tural place in the section, it may be cut out of the 
unnatural place by commas ; as, 

1. I, there/ore, a prisoner of the Lord beseech 
you. 

The natural place for therefore, is before J .• therefore I, a pri- 
soner of the Lord, beseech you. Therefore indicates that the 
section to which it is appropriated, expresses the consequence, 
the effect, the result, of something which precedes, 



116 PUNCTUATION. 

2. " Let us, therefore, follow after the things 
which make for peace." 

The natural position for therefore, is before let: "Therefore 
let us follow after the things which make for peace." 

The words which come under Rule VIII., are then, thence, 
hence, therefore, however, consequently. 

No good man will do a bad act : John is a good 
man ; John, then, will not do a bad act. 

No fool is a wise man : James is a fool : James, 
consequently, is not a wise man. 

Thence, and hence do not come under Rule VIII., except 
where they follow and ; as, none but a fool can make a fire? 
James can make a fire ; and, hence, James is a fool. 

And, however, is redundant, and should be omitted, 

I shall not oppose this measure — I can not, how- 
ever, approve of it. 

Rule IX. 

When a branch section is employed merely to 
make an address, the auditive character should be 
secured by the comma ; as, 

1. "Therefore, My brethren, stand fast in the 
Lord." 

2. " Master, I have brought unto thee my son." 

When this auditive section has a mixed purpose, the comma 
should not be used; as, " John of Richmond, come forth." 

The section, John, is not only employed to make an address, 
but to ascribe the person addressed, to Richmond. That is, to 
represent him as a citizen of this place. 

Remarks. 

I. The trunk-word half section may be followed by 
a comma ; as, 

1. To serve God, is our duty. 

2, To forgive our enemies, is demanded by him 
who made all things. 



PUNCTUATION, 117 

% To see the sun, is pleasant. 

II. The trunk-word section may be followed by a 
comma; as, 

1. " Thou shall love the Lord, is the first com- 
mandment." 

But the comma in such cases, has no meaning, and should 
be omitted. 

III. The comma may precede the trunk-word sec- 
tion ; as, His disciples said, ivho then can be 
saved? 

Here too, the comma is useless, 

IV. The comma may follow heads, when the heads 
are used to prevent their repetition at the begin- 
ning of the next line ; as, 

Grammar, 

Is the principles on which the elements ate formed 
into the compound. 

This comma is not important 

Rule X. 

The comma should precede and, or, and nor, 
where these divisors give subs which break their 
supers; as, 

1. [Paul, and Silas sang praises.] 

This sentence, properly speaking, should be punctuated as 
follows: 

Paul, and Silas, sang praises. 

The words, and Silas, is an implenary branch. Hence the 
expressed words, sang praises, do not belong to the same section 
to which and Silas does. 

This, and all similar constructions, should be punctuated by 

RULB V. 

1. Paul, and Silas, sang praises to God- 



1 J 8 PUNCTUATION. 

[Paul, (and Silas , , ), sang praises] (to God,) 
Paul sang praises to God, and Silas sang praises, 

2. James, or his brother, was present. 

3. Neither Isaac, nor Jacob, was there* 

4. A pen, or a pencil, was in his hand. 

5. Was he, or his mother, present ? 

1. [James, (or his brother , , ), was present.] 
That is, James was present, or his brother was present, 

3. [Neither Isaac, (nor Jacob , , ), was there.] 
That is, neither Isaac was there, nor was Jacob there, 

3. [A pen, (or a pencil , ), was in his hand.] 

That is, a pen was in his hand, or a pencil was in his hand 

4. [Was he, (or his mother , , ), present?] 
That is, was he present, or was his mother present ? 

Rule XI 

When the sectional character of the subs which 
are given by and, or, nor, so, yet, therefore, and 
wherefore, is not rendered perfectly distinct by the 
expression of all its sentensic words, this want of 
perspicuity, should be supplied by the comma ; as, 

1. " A certain man planted a vineyard, and set a 
hedge about it." 

The old school Grammarians parse and in the following way i 

and is a copulative conjunction, connecting planted, and set. 

If this solution of and, is founded in truth, there is but one 
section in the following sentence : 

« A certain man planted a vineyard, and set a 

hedge." 

The word, set, say ths old school Grammarians, 
is a verb, agreeing with man. 



PUNCTUATION. 1 19 

This mode of parsing and, and set, confounds 
two sections which, in point of construction, 
diction, and sense, are entirely distinct. 

If, however, the sub which is given by and, is 
plenary, the solution of and, and set, is very dif- 
ferent. 

A certain man planted a vineyard ; and he set a 
hedge. 

Here, say the old school Grammarians, and connects, not 
planted and set, but, "he set a Jiedge," and "a certain man 
planted a vineyard" 

Set, say they, is a verb, agreeing, not with man, but with he. 

1. A certain man planted a vineyard, and set a 
hedge. 

2. A certain man planted a vineyard; and he set 
a hedge. 

If and connects the two sections in one instance, it surely 
does in the other. And, if set agrees with he in one instance, it 
certainly does in both. In the one case, set makes sense with 
he understood ; in the other, with he expressed. 

The expression of he, renders the sectional character of the 
section after and, perfectly clear. But the omission of this 
nominative pronoun, renders it somewhat obscure. And to 
supply this deficiency in clearness, the comma should precede 
and. 



and. 

1. " A certain man planted a vineyard, and set a 
hedge about it, and digged a place for the wine-vat, 
and built a tower, and let it out to husbandmen, 
and went into a far country. 55 

2. " And they answered, and said unto Jesus, we 
can not tell.' 5 

3. u And they caught him, and beat him, and 
sent him away empty, 55 



120 J*r5CTUATl05. 

4. * This man has educated six sons, and three 
daughters." 

5. " I saw John, and Thomas, and Stephen, and 
Nathaniel/' 

QUESTIONS, 

1. What is punctuation t 

2. What are the names of the different signs, oi 
marks in punctuation ? 

3. For what is the hyphen used ? 

4. What does the comma often indicate ? 

5. For what is the comma frequently used ? 

6. What is the first Rule for the use of the 
comma ? 

7. What example illustrates Rule I. ? 

8. Does Rule I. say that the comma must be 
used, or that it may be ? 

8. Why may the comma be put after the, and 
goo d: 

9. What is Rule II. ? 

10. What is Rule III. 7 

11. What is Rule IV. ? 

12. What is Rule V. ? 

13. Can you give the substance of the Remark 
at the head of page 111? 

14. Can you give the sense of Remark I. near the 
close of page 111? 

15. What is Remark II. under page 112? 

16. Will you write off, and punctuate the follow- 
ing sentence ? 

H Who would look back upon the history of the 
world with the eye of incredulity after having once 
read it with the eve of faith V* 

What is Rule VI. ? 

Or, 

1. « I saw John, or Thomas, or Stephen, or Na- 
thaniel/' 

2. « He wrote a letter, or a book upon the sub- 
ject/' 



3. "I saw this, man, or his brother last evening. " 

4. He purchased the black, or red ox. 

5. The ox is red, or black. 

nor. 

1. He has neither money, nor credit. 

2. u My brother has neither sons, nor daughters." 

3. The ox is neither red, nor black. 
[The ox is neither red,] (>wr is he black.) 

4. Joseph will neither learn, nor let me learn, 

so, therefore, 

l s I told you to go, so march. 
[I told you to go,] (so march ye.) 

2. Come early, so as to dine with us, 
It is rare that so falls under this rule. 

1. Henry has enough to eat, therefore is satisfied. 

2. " He will go to Boston next week, therefore will 
soon pass through our town." 

yet. 

1. He promised, yet did not perform. 

2. He appears well, yet is always ilL 

hence, wherefore. 

1. Joseph was sold, hence was carried into Egypt. 

2. " Thou hast faith, wherefore doubt?" 

3. You are now well, wherefore take medicine ? 

3. Semicolon. 

(Semi, half, and colon, a member.) 

The semicolon ( ; ) indicates a resemblance^ or a con- 
trast between the things, mentioned in the sub sections, 
and those spoken of in the supers, in condition, situa- 
tion, quality, or disposition, and should be placed before 
those plenary subs which are introduced by and, or, nor, 
yet, bat, so, therefore, and lumce. 



122 PUNCTUATION. 

I. Resemblance. 

1. "As wood is to fire; so is a contentious? man to 
the production of strife." 

2. A certain man planted a vineyard ; and he set a 
hedge about it. 

3. "Charles was a good boy; and his sister was a 
good girl." 

4. He purchased a hat ; and I purchased a book. 

5. John is poor ; so is Jones. 

1. The wood is like the contentious man : the wood has the 
power to increase the fire; and the contentious man has the ability 
to augment strife. 

2. The man is presented in two characters : in one of the two, 
be is denominated ^certain man ; — in the other, he is distinguished 
by the word, he. 

When he is called a certain man, he is represented as the planter 
of a vineyard. When he is called he, he is represented as the 
maker of a hedge. The man, then, is a vineyard planter, and a hedge 
maker. The resemblance lies between the vineyard planter, and the 
hedge maker. The hedge maker resembles the vineyard planter in 
situation : they both bear a relation to the one spot of ground. In 
this, then, they are alike. The acts which they do, have respect 
to the same spot of ground. The acts, then, are alike. The acts 
spring from the same person ; in this also they are alike. : 

3. The sister is like Charles : he is good ; and she is good. 

4. He, and I purchased : in this, I am like him. 

The book, in condition, is like the hat: the book was purchased; 
so was the hat. 

5. Jones is like John, for Jones is poor also. 

II. Contrast. 

1. Wood may increase the fire; but a contentious 
man rarely promotes peace. 

2. A certain man planted a vineyard ; but he did not 
set a hedge about it. 

3. Charles was good ; yet his sister was bad. 

4. He purchased the hat ; but I did not purchase the 
book. 

5. John is poor ; but Jones is rich. 

6. John is poor; yet he lives as though he was 
rich. 



punctuation 

Colon ( : ). 
(Kolon, a member.) 



123 



Rule XII. 

The colon indicates that the things, mentioned in the 
sub sections, are adapted to the condition of the things, 
mentioned in the super sections ; as, 

1. " I am needy : Howard is benevolent." 

2. " These children are cold : yonder is a fire." 

3. Man is a sinner : Christ is a saviour. 

4. You have robbed this old man of his purse : there 
is a priso?i hard by. 

Rule XIII. 

The colon indicates that the sub sections are confirma- 
tory, or illustrative, of the doctrine, principle, or position, 
advanced in the supers ; as, 

1. Man can not arrive at a point of perfection here, 
which he can not pass : he is to advance in the next 
world. 

2. A brute arrives at a point of perfection, which 
he can never pass : in a few years he has all the endow- 
ments of which he is capable. 

3. " Mr. Gray was followed by Mr. Erskine who 
spake thus : J rise to second the motion of my honorable 
friend." 

The part of the sentence which follows the colon, is illustrative 
of the word, thus, in the super part of the sentence. 

Care is necessary to distinguish between instances like the 
above, and those like the following : 

Mr. Erskine, rose, and said, I rise to second the mo- 
tion of my honorable friend. 

The italic part is not employed to illustrate the word, said. This 
pan is used to express ichat he said. 

The colon rarely, if ever, precedes any of the divisors : the 
semicolon is used where the subs are introduced by divisors ; as, 

Man is mortal ; therefore he must die. 

The omission of the word, therefore, however, would exchange the 
semicolon for the colon ; as, 

Man is mortal : he must die. 



124 PUNCTUATION. 

Period ( . ). 

(Peri, around, and hodos, a way. 

Rule XIV. 

The period indicates a close, and should be used 
where the sentence terminates ; as, 

In the beginning, was the Word ; and the Word was 
with God ; and the Word was God. 

The period should be used after numerals, and certain abbre- 
viations ; as, 

1. Theology, 2. Morality, 3. John Q. Adams, G. Crail. 

1. Paragraph ( IF ) indicates the introduction of a Tiew 

subject. 

2. Interrogation ( ? ) indicates a question. 

3. Exclamation ( ! ) indicates a sudden emotion. 

4. Dash ( — ) indicates abruptness, a significant 

pause, or suspension of the sense. 

5. Parenthesis ( ) indicates that the enclosed remark 

is necessary to the sense, though 
not to the construction of the sen- 
tence. 
Commas are often used instead of parentheses. 

6. Apostrophe ( ' ) indicates the omission of a letter , 

as, lov'd, for loved. 

7. Caret [a) indicates that some word is inter- 

lined, or omitted. 

8. Section ( § ) indicates a division of a discourse, 

or chapter, into portions called 
sections. 

9. Quotation ( " " ) indicates that the portion is quoted 

in the author's own words. 

10. Brackets ( [ ] ) indicate that the portion of the sen- 

tence, which falls within ihem, is 
to be explained in a note. 

These signs also indicate that 
the portion within them, is the ex- 
planation itself. 



PUNCTUATION. 



125 



11. Index (8^») 

12. Brace ( { ) 

13. Ellipsis ( — 



14. Acute ( ' ) 

15. Grave ( x ) 

16. Breve (°) 

17. Dash(-) 

18. Dicsresis ( •• ) 



19. Asterisk (*) 

20. Obelisk{\) 

21. Double dag. ( $ 

22. Para/fe/ ( || ) 

23. (***) 



They indicate too that what they 
comprise, is the correction of some 
mistake. 

They sometimes indicate that 
what they enclose, is to supply 
some deficiency. 

indicates that what it points out, is 
remarkable. 

indicates a connection of the words 
which have one common term ; 
also, that three lines in poetry have 
the same rhyme. 

) indicates the omission of some let- 
ter ; as, k — g for king. 

indicates a short syllable. 

indicates a long syllable. 

indicates that the syllable is short. 

indicates that the syllable is long. 

indicates that the diphthong is di- 
vided into two syllables : that the 
vowels are to be pronounced sepa- 
rately ; as, aer, aerial. 



v > indicate foot notes. 

j 

Two or three asterisks indicate the 
omission of letters in some bold, or 
indelicate expression. 

11* 



126 punctuation, 

Capital Letters. 
a, b, c, d, e, f, g, h, i, j, k, l, m, n, o, p, q, r, s, t, 

U, V, W, X, Y, Z. 

1. A capital indicates that the word which it be- 
gins, is the first word; hence the first word of a 
book, or any other piece of writing, should be com- 
menced with a capital. 

2. The first word of a sentence, should be com- 
menced with a capital letter. 

3. Capitals indicate that the word is the name, 
not of a class, but of an individual ; hence those 
words which signify individuals, should be com- 
menced with capitals ; as, Joseph, John, Philadel- 
phia. 

4. Those words which are composed of but one 
letter each, should be in capitals ; as, /, O. 

5. The first word of every line in poetry, should 
begin with a capital. 

6. The appellations of the Deity, should be com- 
menced with capitals ; as, 

Deity, God, Lord, Most High. 

7. Branch words, derived from trunk words which 
denote individuals, should commence with capitals; 
as, Grecian, Roman, American. 

8. The first word of a quotation, following a 
colon, should begin with a capital; as, Always 
remember this golden rule : " Do unto others as 
you would have them do unto you." 

9. Trunk words which mention personified ob- 
jects, should begin with capitals ; as, " Come, gen- 
tle Spring" 



PART III. 



English Syntax. 



English Syntax is the third part of English Gram- 
mar, and respects the art of using the English Lan- 
guage with propriety in construction. 



Rule I. 

Every branch word must be placed as near to its own 
super as possible, and on that side of it, which will 
insure the highest degree of perspicuity, euphony, and 
continuity ; as 

1. [He is] (the man) {of whom) (we heard.) Good. 

2. [He is] (the man) {whom (we heard) of.) Bad. 

3. Boy is therefore here in the objective case. Bad. — Goold 
Brown's Grammar. 

4. Therefore boy is here in the objective case. Good. 

5. I will call, and pay yon again. (Bad.) 

The wrong position of again, makes the writer say that he will 
repeat the payment. 

6. I will call again, and pay yon. (Good.) 

Specimen of correcting by Rule I. 

1. He invited back his friends. 
The wrong position of back, is a violation of Rule L 
Rule ; as, He invited his friends back. 

127 



128 SYNTAX. 



EXERCISES. 



1. Samuel will write the letters indeed. 

2. Sister will arrive peradventure. 

3. Twice they returned. 

4. He is here not often. 

5. William nobly acted. 

6. [They cannot well read] (unless distinctly they see the print.) 

7. [They presented their gifts] (which being not received) (they 
became unhappy.) 

8. [Nearly half (of the course) (of the study) (which (he is required 
to go) through,) is] (of little use.) — Caleb Famum's English Gram- 
mar. 

9. [An interjection is] (a word) (uttered abruptly to express some 
passion, or emotion of the speaker.) — Caleb Farnum's English 
Grammar. 

10. (Within the two last years) [he has lost money.] 

11. Education is not attended to properly. 

12. I shall correct it never. 

13. [Tell] (what (the pronouns stand) for) — Caleb Farnum's 
English Grammar. 

14. The two next classes may go out. 

15. Sing the three first verses. 

16. [The heavenly bodies are (in motion) perpetually.] 

17. [Tell] (what (the preposition! show the relation) between.) — 
Caleb Farnum's English Grammar. 

18. (Whom [were you speaking] of?) 

19. [Prepositions refer] (to uncordictive nouns, and pronouns,) 
(which (they should stand) before.) 

20. [Give (me) some water] (which to wash in.) 

21. [I have seen him] (whom (you wrote) to.) 

22. (Whom [did you get your instruction] from 

23. (What have you been talking] about ?) 

24. (Whom [did he lay the blame] on ?) 

25. [It is not] (I) (whom (he is displeased) with.) 

26. [History only mentions two passengers] (who escaped.) 

27. [Knowing not that] (this man was) (his father) (he passed 
him by) (without speaking.) 

28. These words were all no doubt originally other parts of 
gpeech. — Hart's Grammar. 

29. Still, as the original words from which the conjunctions and 
prepositions are derived are mostly absolute, these words are to be 
now regarded in reference to their present use, and not their origi- 
nal character. — Harts Grammar. 

30. Thus to require a child to parse if as the imperative of the 
verb, gifan, to give, and unless as the imperative of the verb, onle- 
san, to dismiss, would only serve to perplex and embarrass. — Harfi 
Grammar. 



SYNTAX. 129 

Rule II. . 

Every branch section should be placed as near to its 
super as possible, and in that place which will insure 
the highest degree of perspicuity ', euphony, and con- 
tinuity as ; 

1. He at least joined the army. 
That is, he joined if no one else did. 

2. He joined at least the army. 

That is, he joined although he might not have remained. 

3. He joined the army at least. 

That is, he joined the army, and he may have joined a dozen 
other things, or he may not have joined any thing but the army, yet 
he certainly joined the army. 

Specimen of correcting by Rule II. 

[My book (which I found after) (a long search , , , ) (in 
the garret) was not much soiled.] 

The position of the section, in the garret, is a violation of Rule II. 

Rule ; as, [My book (which I found (in the garret?) 

after) (a long search , , , ) was not much soiled.] 

EXERCISES. 



1. [He passed (at least) five years] (in college.) 

2. [I will keep the boys] (at least) (from fighting) (if they do 
wrestle.] 

3. [One may see how the world goes] (with half an eye.) 

4. [I saw a ship] (gliding under full sail) (through a spy glass.) 

5. [A great stone (that I happened to find after) (a long (search 
» * > ) (^ the sea shore) served me] (for an anchor.) 

6. [I would propose, (at least,) (for the present,) to act as in- 
spector) (of these schools.) — Alexander Dallas Bache, L. L. D. 

7. The Professor will deliver a lecture on Saturday evening next, 
on the subject of Electricity, and its uses. 

8. Person in grammar, is the relation of a noun: — P. Bullions'* 
Grammar. 



130 SYNTAX. 

9. [He drank the water] himself.) 

10. "I went] , mvself ) ;into the house.) 

11. [Did people learn to speak] (by it) (at first ?) John Fratfs 
Grammar. 

12. [The answer would, (of course) be] (it is incorrect,) (because 
it is not) (according to the principles) (of Grammar.) — John Fr:r.'s 
Grammar. 

13. As I hare given no Rules) (respecting the forms) (of sections) 
(in Chapter L) [I shall treat" (of them . in taii Appendix.) 

14. [A vowel is] (a letter) (which makes (by itself) a perfect 
sound.) — J. Frosts Grammar. 

15. [I wish (through the columns) (of your paper) to call the 
attention] (of the public) (to a circumstance [widen is very sin- 
gular. | 

!•:>. By some "this system will - be discarded] (on ac- 

count) (of its simplicity.) Preface to Kirkham's Grammar. 

17. His predeeessocB are very deficient,) (at least,) (in manner,) 
(if not) (in matter.) — Same Preface. 

IS. Lire should be well employed, which is draft 

19. [They should not be entitled to be called] ( , , , ) 
■ grammarian^] ^who cannot use their own language) (with pro- 

tty.) 

20. Four kinds of type are used in the following pages to indicate 
| onions that are considered more or less elementary. — Hart's 

Grammar. 

21. It is a mistake to suppose that the conjunctions and preposi- 
tions serve merely to connect the other parts of a senten ■; * 
any significancy) (of their own.) — Harts Grammar. 

Rule HI. 

Sentences, and sections which express similiar ideas, 
should be similar in their forms : as, 

1. When both yowels are heard, the diphthong is called proper, as, 
ou in yoke. 

2. When only one is heard, it is called improper; as, eo, in eagle. 

" For whatever we may think of its origin — whether we consider 
it a special gift from Heaven^ or an acqu industry — a natu- 

ral endowment, or an artificial invention — certain it is. that, in the 
present state of things, our knowledge of it depends, in a great 
measure, if not entirely, on the voluntary exercise of our faculties, 
and on the helps and opportunities afforded us." — Goold Be: 8 
Gbjlmmab. 

It is a leading doctrine in English Grammar, that sections which 
express similar ideas, should be similar in their constructiye forms. 
But, from a mere glance at three, or four of the sections in this sen- 



SYNTAX. 131 

tence, it will appear that Mr. Brown has totally disregarded this 
cardinal doctrine in the very preface of his English grammar 1 

1. ("a special gift) [from Heaven") 

2. (" an acquisition) {of industry.") 

3. (" a natural endowment.") 

4. (" an artificial invention") 

1. As a gift, language sprang from Heaven. 

2. As an acquisition, it sprang from industry. 

Is not the author speaking of the source of language when he 
calls it a natural endowment ? And is he not speaking of the source 
of it when he calls it an artificial invention 9 If so, why has he not 
commenced these sections with of? Had he done so, these two 
uncordictive branches would be similar in their constructive form 
to the other two sections which direct the attention of the reader to 
the source of language : 

1. (a special gift) (from Heaven:) 

2. (an acquisition) (of industry.) 

3. (an endowment) (of nature.) 

4. (an invention) (of art.) 

For whatever we may think of its origin, — whether we consider 
it a special gift from Heaven, — an acquisition of industry, — an endow- 
ment of nature, — or an invention of art, certain it is, &c. 

Another instance in which the want of analogy in the forms of 
two sections which are similar in ideas, is found in this section — 
" in a great measure, if not entirely." 

Certain it is, that, in the present state of things, our knowledge 
of it depends, in a great measure, if not entirely, on the voluntary 
exercise of our faculties, &c. 

To restore the analogy, the section, in a great measure, should 
give place to partially. 

Our knowledge of it, depends partially, if not entirely, upon the 
voluntary exercise of our faculties. 

The last instance which I shall give in illustration of the want 
of analogy in the forms of sections which are similar in ideas, is 
found in the latter clause of the same sentence : — 

" On the voluntary exercise of our faculties, and on the helps and 
opportunities afforded us." 

On the voluntary exercise of our faculties, and on a judicious im- 
provement of our helps, and opportunities. 

Specimen of correcting by Rule III. 

("Embracing a comparative review) (of Murray's Principles,) 
(and those) (of Mr. James Brown's Grammar") 
11* 



132 SYNTAX. 

As the section, "..of Mr. James Brown* s Grammar," is analogous 
in idea to the section, " of Murray's Principles," its want of analogy 
in form is a violation of Rule III. 

Rule — . *.; as, (Of Murray* s) (and Brown's Principles.) 

EXERCISES. 

1. [When ("both vowels are heard,) the diphthong is called pro- 
per ;] (as) (oi) (in voice.) [When (only one is heard,) it is called] 
an improper diphthong ;) (as) (ea) (in eagle.) — J. Frost's Grammar. 

2. [A sentence may be grammatically correct] (which is not writ- 
ten according) (to the laws) (of Rhetoric.) — J. Frost's Grammar, 

3. It would be a mistake to suppose, as is sometimes done, that 
the auxiliaries are mere inventions, introduced into the language 
for the purpose of making out the necessary forms. — Hart's Gram,' 
mar. 

4. It would be an equal mistake, (on the other hand,) (because 
these compound forms may be analyzed,) (and) (traced) (to origi- 
nal independent elements) (in the language) to deny their present 
existence as compounds, and to assert, as some recent grammarians 
have done, that there are in English but two tenses, the present and 
the passed: — Hart's Grammar, 

In 3, there are no parts corresponding to the sections in paren- 
thesis in 4. 

5. [The assertion may be expressed directly,] (and) (without 
limitation: ) — Hart's Grammar. 

[Here, the idea which is expressed by directly^ should be expres- 
sed in a branch section analogous in form to the section, without 
limitation; or, the idea which is expressed by without limitation, 
should be expressed in one word.] 

WHAT WORDS, SECTIONS, AND SIGNIFICANT INFLECTIONS 
SHOULD NOT BE USED. 

Rule IV. 

Those words, sections, and inflections, which, if 
employed, would add a shade of thought, inconsistent 
with the intended import of the sentence, should not 
be used ; as, 

1. Case is the state or condition of a noun with respect to the 
other words in a sentence, (the.) — Professor Bullion's English 
Grammar. 

By the use of the, Mr. Bullions compels himself to say that case 
is the condition of a noun with respect to all the words but the 



SYNTAX. 133 

noun! Hence, where there are twenty-nine words in a sentence 
besides a noun, the noun is in the nominative case to twenty-nine 
words ! 

2. Mr. Brown and some others with him divide verbs into four 
classes. — Bullions's English Grammar. 

3. Henry gave the fulled account. 

4. He filled the chiefs offices in the government. 

5. Henry is the most perfect gentleman of the six. 

6. Hewit did not do nothing. 

Specimen of Correcting by Rule IV. 

1. [You are about to enter] (upon one) (of the most useful) (and 
when) (rightly pursued,) (one) (of the most interesting studies) 
(in the whole circle) (of science.) — S. Kirkham's English Grammar. 

As the writer does not intend to express that there may be 
several which are the most interesting, but that there may be seve- 
ral that are equally interesting, the use of the sections, (upon one) 
(of the most useful studies,) is a violation of Rule IV. 

Rule ; as, [You are about to enter] (upon a science) 

(as useful) (and, when) (rightly pursued) (as interesting as any 
study) (in the whole circle) (of science.) 

EXERCISES. 

1. [He purchased a philosophical apparatus] (in London. 

2. [He purchased fifty heads] (of cattle.) 

3. She looks beautifully. 

4. [He writes slowly,] (and exactly.) 

5. The animal feels smoothly. 

6. Spelling is putting letters together correctly, so as to form 
syllables and words. — Hart's Grammar. 

7. [And a knowledge (of English Grammar) is now taught] (as 
such) (in all our academies,) (and) (common schools.) — Bullions' 8 
English Grammar. 

8. [He evinced the most perfect ignorance] (of language) (in any) 
(of its departments!) — A Neio York Paper. 

9. (Having examined the Gradual Reader) (by Mr. Stevens,) [I 
consider it well worthy] (of adoption.) 

10. (No one [I think] can ever examine the series) (of Grammars) 
(published by Dr. BulHions.) (without a deep conviction) (of their 
superior excellence.) — From the recommendation of the Rev. John 
Ludlow, D. D., Provost of the University of Pennsylvania. 

11. It is rendered more certain. — Webster's Dictionary. 

12. Giving additional assurance. — Webster's Dictionary. 

12 



134 SYNTAX. 

Rule V. 

Two negatives should not be used in the same sec- 
tion, unless one is a mere prefix ; as, un, in, did, non> 
t7, &c. 

1. But he was not unable to go. 

2. He did not speak improperly. 

m. 

Not, when used with only, is not a negative ; as, He was not only 
not at church, but he was unable to be there. 

No. 
s 

No is not a negative in all instances. 
H No, they could not bind him even with chains." 
Ko is here used in the sense of nwj, and has the import of Yes 
more. 

"Nay, more, they could not bind him even with chains." 

Rule VI. 

The word, the inflection, or the section which, if em- 
ployed, would merely repeat, an idea already clearly 
expressed, should not be used ; as, 

Henry wished to return back. The lad has got a knife in his 
hand. 

Back is found in return — and got, in has. 

Henrv wished to return. The lad has a knife in his hand— i?ae& 
— Got. 

This machine is the most foolish**? contrivance which has ever 
been seen. 

As est repeats the same idea which is expressed by most, est 
should be omitted. 

But before we enter on the consideration of the doctrines of re- 
ligion, it is necessary, in the first place, to display its evidence. — 
Samuel Stanhope Smith, D. D., President of Princeton College, 1809. 

As the mono, " in the first place,' is synonymous with the adverb, 
before, it adds nothing to the sentence ; hence, it should not be 
used: 

But before we enter on the consideration of the doctrines of reli- 
gion, it is necessary to display its evidence, (in the first place.) 



SYNTAX. 135 



NOTE. 



The word, or the section, which, if employed, would neither re- 
peat the expression of any idea, nor in any way add to, nor change 
the import of, the sentence, should not be used ; as, It would seem 
so, indeed. 

Specimen of Correcting by Rule VI. 

Henry wished to return back. 

As bach merely represents an idea which is clearly expressed by 
return its use is a violation of Rule VI. 

Rule ; as, Henry wished to return. 

EXERCISES, 

Under the Rule and the Note. 

1. [It would seem that] (he is now) (in this city.) 

2. [I had rather walk] (than , , ride.) 

3. Henry is a warming himself. 

4. James is a hunting rabbits. 

5. [A verb (in the infinitive mood) must be (in the present tense 
when] (it expresses what) (is contemporary) (in point) (of time) 
(with its governing verb,) (or) (subsequent) (to it.) — P. Bullions' s 
English Grammar. 

6. (As an art,) [it teaches the right method] (of applying) (these 
principles) (to a particular language,) (so as thereby to express 
our thoughts) (in a correct) (and) (proper manner,) (according) (to 
established usage.) — P. Bullions's English Gh'ammar. 

7. [He has got a knife] (in his hand.) 

8. [I did not see him] (in here.) 

9. [Brother will return] (the latter end) (of March.) 

10. [He plunged down] (into the water.) 

11. [Before (I do that) I must first finish this.] 

12. (From whence) [came he ?] 

13. (John was here) [last week.] 

14. The bird it flew away. 

15. [James Buchanan he went] (to Congress.) 

16. [George M. Dallas he was] (Vice President.) 

17. Henry Clay will he ever be President ? 

18. It would seem, therefore, to be proper, &c. — Pre/ace to Bui' 
lions's Gram. 

19. [But it would seem] (that) (a multitude) (of bad) (or indif- 
ferent writers,) (have judged themselves qualified to teach the art) 
(of speaking) (and) (writing well.) — Preface to G: Brown's Gram. 

20. [The person (who is acquainted) (with the science) (of gram- 



136 SYNTAX. 

mar) is never] (at a loss) (what word to use) (or) (how to place it) 
(in order) (to express himself) (correctly. ) — J. Frost's Gram. 

22: This brings us back to the point from which we started ; and 
enables ns to show that (the expression (above cited) is incorrect) 
(and) nngrammatical.) — Introduction to J. Frost's Gram. 



Rule YIL 

Words which, from the very nature of the subject, 
oppose each other, should have no constructive relation 
one with another ; as, 

Dead man ; Dead men's bones ; Do you see that dead bird? We 
had not gone far before we found a dead horse, 

A horse is necessarily a living creature: hence, unless ahorse 
can be both dead, and alive, at the same moment, the words dead t 
and horse, are rendered reciprocaUy opponent, from the very na- 
ture of the theme. 



Rule VIII. 

Branch words expressive of ideas clearly implied in 
their supers, should not be used; as, 

A living man; The horse is a!ive ; Running stream; Liquid 
stream. 

In several of the appellations appended to the word, God, this 
Rule is violated ; as, Gracious God ; Great, and good God. 

The ideas expressed by gracious, great, and good, are clearly im- 
plied in the word. God. itself. 



Rule IX. 

Every section should contain supers for its own 
subs; as, [Exegesis, p. 134.] 

1. [He said,] (where art thou?) 

The word, said, is a sub word; and, as it is of the plusadaption, 
it must have tiro supers. He is one super, and the noun, 
u Where art thou?" is the other. 

2. [Hunter heard] (that) (/am sick.) 



SYNTAX. 137 

Not, Hunter heard (of my being sick.) 

Common as is this form of expression, the subs, of, my, being, 
and sick, have no super. 

To what super does of refer ? To what super does my refer ? 
To what super does being refer ? And what is the super of sick f 
My is the super of these four subs. And who, pray, is my ? 

3. It was not mentioned that (he was sick.) 

Not, His being sick was not mentioned. 

This form of expression leaves his, being, and sick without a 
super. But the following form provides a super for these three 
subs : — 

That he was sick was not mentioned. Or, 

It was not mentioned that he was sick. 

4. His expertness in grammar procured him the situation. 

Not, His being expert in grammar, procured him the situation. 
Should we here ask, who was expert ? the answer must be his ! 
Well, who is his ? 

Specimen of Correcting by Rule X. 

1. His being sick. 

These three subs are left without a super to sustain them. 
That he was sick, was not mentioned. Or, 
It was not mentioned that he was sick. 

2. My being sick 
Hunter heard that / am sick. 

3. His being expert. 

His expertness in grammar, procured him this situation. 

1. His being wise, was doubted. 

The want of a super for his, being, and wise, is a violation of 
Rule X. 
Rule ; as, It was doubted whether he was wise. 

2. [I came] (from there.) 

The want of a super for from is a violation of Rule X. 
Rule ; as, I came from that place. 

EXERCISES, 

1. [Read] (from here) (to there.; 

2. [How far is it] (from here) (to Dayton?) 

3. [I will go] (from here) (to German town. ) 

12* 



13 8 SYNTAX. 

4. [I exerted my self J (to prevent his becoming a bad boy.) 

5. [If a piece (of writing) were executed] (in such a manner) 
(as to admit) (of two interpretations:) — J. Frost. 

6: (With all its excellence,) [however, it is far (from being) inca- 
pable] (of improvement. ) — Bullions. 



SPECIAL DIRECTIONS TO LEARNERS. 

To form proper sentences, requires appropriate materials, and skil- 
ful workmen. 

Sentences, in general, resemble bread, made of bad flour, kneaded 
by ignorant cooks, raised with dead yeast, and poorly baked in ill" 
formed loaves. 

To form proper sentences, you must, 

1. Ascertain the precise character of the ideas which you wish to 
express. 

2. Select the words which will express these ideas with exactness. 

3. Employ neither low, nor vulgar words. 

4. Employ no technical words, unless your subject requires their 
use. 

5. Use no learned (big) words. 

6. Mix no Latin, Greek, nor French words with your English. 

7. Give the word which denotes the main idea, a conspicuous place 
in the section. 

8. Give the trunk section a conspicuous position in the sentence. 

9. Be particular to arrange the words and the sections according 
to the Rules 

10. Admit no irrelevant matter into your sentences. 

11. Do not express what is obvious from the nature of the subject. 

12. Do not express the same idea twice. 

13. If possible, you should avoid the repetition of a word in the 
same section. 

14. Pay particular attention to uniformity in the themes, and to 
sameness in indication and numerdiction. [Book II. ] 

15. Write upon nothing in which you feel little, or no interest. 

16. Do not be too ready to use the ideas of others : think for your- 
selves. 

17. Do not employ the language of others — write out of your head, 
not out of their books. 

18. Be certain that you have acquired a knowledge of the gram- 
matical principles of the language before you attempt to write much 

19. Write upon nothing wkich you do not understand. 

20. Sectionize every sentence which you form, read or hear. 



\s^ 



LIBRARY OF CONGRESS 




BOOKS PUBLI 

JAMES B 

No. 15 SOUTH TENTH STREET, THREE DOOR 

./,',''- to th I ■■■ '.■''•■ wd Pri»<4* Jk 

JAMES BROWN'S SERIES OF NEW SCHOOL BOOI 
The Alphascope, a chart by whicii a child can be taught the n inn , i 

sounds of the letters of the alphabet in ., shorl lessons, ! '^ cts. 

The First Round in the Ladder of Educw . smal] w< rkcompris- 

mg a description of the new method of teaching- childr n th< names 

and sounds of the letters by means of the Alpliascm,. ■, id cts. 

Vhe Hand-Nomascope, a card giving a compltf i w of the i m< i" the 

letters, Per dozen 50 cts. 

The Second Round in the Ladder of Epucatio , 15 cts. 

This book com prises a new method of teach ing the prefixe* leaning of e English 

language ; the whole is illustrated, with cuts, intended to impn f the \vg < •■>■.• 

a m the mind of the ch 

The First Book of the Ration u. Si n m of English Grammar, 25 cts. 

[This work is now used in the Public Gran i in the First School D istri Pennsylvania, 

The Second Book of the Ra *al S i En li h Grammar, de- 

signed to teach the process of analy z .■: th< Ei ■ !i language with 
sound judgment, an.; it uilh grammnlu ■ il \ <■ priety, 

50 cts. 

This is offered as a substitute for the old theory ; and, although, in gen* < oW technical 

terms in analyzmg.its principles and definitions are entirely n 

The Third Book of the Rational System oi English Grammar, de- 
signed to enable the learn ■ r to b com* : I thoroughly acquainted 
with the nature, and use of the prepositions — it may re id by him 
either in, or out of school, 50 cts. 

A Class Book of Criticisms on the Common Theory of Ei lish Gram- 
m r, and on the writings of its Compilers. Designer? the use of 
( '!< ges, private readers, and adr •>■■> < Is, I : cts. Per VbL 

Tbts Book sets aside the old grammars— exposes their defects . • r i >■- ling to 

them, and presents to the teacher, the unerrh)?, and only way to the grammar of the En- : ge, i< 

undeceives the most accomplished grammarian, and instructs the most prq/^ . ' ; U i ' . ind it is 

in a variety of ways, and cases, the clergyman's, -juide in scriptural expositi lawyer*! . • pret in 

(Meal discussion, and the magistrate's confirmation in legal deciv. 

Brown's Exegesis of the true way of analyzing v. r<! , u 1 construi tions, 

said to be of difficult resolution, 25 cts. 

Brown's System of Parsing Forms. 25 cts. 

Philadelphia, August, 1849. 

I leem it proper to say here that John T. Lange has no connect i with mj f :../ I kt, lo I - \ 

tvbich he published for a short time, have since been much improved by the auth r 

JAML> BROW N . 



